001All right. Good afternoon around public schools board of education meeting special work session for what's today? Monday March 23rd, 2020 is now called to order. Thank you all for being here. Jesse, can you take a roll call for us? President Galbreath? Present. Vice President Fuller? Present. Secretary Murray? Present. Board member Barry? You have a quorum. Okay, thank you. We'd like to excuse board member Barry who's traveling with his family. So, we wish him well. We would like to welcome everyone out. We're excited Is excited the right word? I don't know. For I think I think that everyone who's been on these committees is very excited to get >> [laughter] >> A couple years ago I was helping when they were doing the What was it? Art history and all And that's a lot. It's a
002lot of work. And so, I just thank you for for all that you guys do. Everything that that you do. Today we will start off by approving our prioritized agenda and proposed time allocations. I have a motion. Board member Fuller, I motion to approve the prioritized agenda and proposed time allocations. Board member Murray, second. Okay, I have a motion and a second. And you guys are on a task all night tonight cuz it was just to get it out. >> [laughter] >> All in favor? Aye. Any opposed? Okay, so our next item is our work session over math instructional materials. Do you want to start with Dr. Cleveland? Do you want to start right over with Joy and Stephanie? How would you like to I would like I'll go ahead and and and get started.
003This is one of the important things I I was just talking with Carol with the board. I would want the board to know and I'll shout out again. I Carol's been going through and and looking at the cost of materials and do you know that has been a long standing concern. It actually was part of the Yazzie Martinez lawsuit, one of the reasons we joined it. The judge actually said you should pay for your instructional materials. But it was a good way It would have been a good thing and we're still struggling with that. So, as the Yazzie Martinez lawsuit comes back up and it's not done yet, that's still another area that we need and Lauren and and David are aware of that. So, I think we need to keep keep working on it
004because it's right now we're about 1.5 million short to pay for it. And so, we will find it because we have to have quality materials for our our our students. We shouldn't have had to find it. And and the other is we continue to be hurt because it's the close to the formula instead of being totally stand alone. And stand alone, everybody got the same amount of money for a book. And today, because it goes through the formula and we're at the bottom of that formula, we don't get as much for that book as other districts will get for that same identical textbook or other instructional materials. So, we want you to be aware that that's still a problem for us, still a challenge for us. And yet we've always been really committed to providing
005our teachers with the best tools that they can possibly have for use in their classrooms. So, I will turn it over to them to do the presentation. Thank you. Good afternoon, Madam President, Dr. Cleveland, Dr. members of the board. Um we are going to talk to you today about how Rio Rancho um reviews and selects instructional materials. Um this year we're doing math, but every year we do something. So, this is the process that we live in um all the time. Secondary never has a break from instructional material review. We get a little bit of a break in the summer. >> [laughter] >> So, we got um we uh we're going to use a math lens several times today. You're going to get to do some math today, but this is our general process throughout
006every adoption cycle. I'm going to let everyone do their introductions of themselves and what role they play with us in our department. When I answer this? Yep. All right, so on the elementary side, I have with me tonight two of our math coordinators. I'll start with Geraldine Murray. Hi. Geraldine Murray. >> [laughter] >> I'm Carla Garcia. And you're going to be joining my list. I'm Renee Byram. I support middle school science, math, ELA, ML assist, and SAT. I'm Suzy Siddiq. I support our high school math teachers, middle school and high school world languages, and then our online learning platform. We are fortunate in our department to have a number of other members, but since we're doing math, we've got our math math team with us. And then of course a part of this process and
007a part of this lens all the time is our diverse learners, whether they're out of our federal programs department or out of special services. And we have representation on our committees for to ensure equitable access for students. All right, so since this year is the math adoption, we thought we would start you guys out and everybody in the audience can play, too, with a which one doesn't belong. So, we usually start our teachers out in the year kind of thinking about math and the math practices and math standards. So, just go ahead and take a couple minutes and think about which of those shapes doesn't belong and why you feel that way. Okay. Has everybody chosen their which one doesn't belong shape? I want you to know I saw this slide earlier and it stressed
008me out right from the beginning. >> [laughter] [laughter] >> So, all right, so would someone like to share which shape doesn't belong and why? >> [clears throat] >> I'm going to say the arrow because because I never learned that that was actually a shape in my life. Is this a trick question? No. Okay. >> [laughter] >> Okay, did anybody disagree and find a different shape that they thought like didn't belong? I thought like the arrow, too. Okay, but at the same time the triangle has less like sides than all the others. Is it Is it the arrow because the sides are not equal? Oh. They're not the same. Anybody else have a feeling about any of the shapes? I I think the R R is the odd one. >> [laughter] >> He took the easy
009way out. That one was a little different. >> [laughter] >> Anybody pick something besides the triangle or the arrow? >> [clears throat] >> All right, so now I'm going to tell you something kids don't like to hear. There is not a right answer to this question. >> [laughter] >> This is to encourage math talk among students and to have them thinking about math in different ways and to recognize that we all have different views of math. And so, there is a reason or multiple reasons why you could find any of those shapes to not belong to you. So, I wasn't wrong. >> No, you weren't wrong. You were all right. Except for Mike, he wasn't right. >> [laughter] >> I think he was right, too. There's always going to be that kid. >> [laughter] >>
010So, as we begin our process, we always make sure that we adhere to board policy 403, which is how we select our instructional materials. This ensures that teachers are the decision makers in this process. We engage the community of families also through an open house. So, we always make sure we elicit the feedback from community members and from family as well as any teachers who may have not gotten a chance to see the materials at some point in the school year. There's always at least two teachers from every school that is able to represent a campus. And then we always get final approval from the educational board, which is why we're here tonight. >> [laughter] >> So, what I want to talk about It's really important that people under that we want you to understand
011that as Joy mentioned, teachers are the driving force in the selection of our instructional materials. They We were we were really lucky this year. We had a robust number of materials to choose from. It's not always like that, but this year there were lots of options. And which then gave teachers lots of opportunity to look at some different things. They are the decision makers when it comes to our instructional materials. We provide the space and opportunity for them to have the conversations, the tools to evaluate the materials, but at the end of the day it's the our teachers in our schools that select what is best for supporting our students in Rio Rancho. And we we take a vote. So, we we hold the space, but we don't make the decision. So, we're going to
012over the next few slides have you guys through our whole process, but we wanted to let you know that the adoption is really the very first step of how we engage with our teachers with instructional materials. This graphic is used by NMPED to help districts understand not just what adoption and exploration of materials looks like, but what that four plus year process of implementing those materials with teachers may look like. We don't want to adopt something really great, hand it to teachers, and never do anything with it again. [clears throat] So, we hold very true to the fact that an implementation for instructional materials adoption is just the first step. The very important first step, but as you can see, we will work through all of these steps over the 6 years of the life
013of the adoption. Okay, so where it starts is we look at the NMPEG puts out a list of materials first that have been reviewed at the state level and then they we as a team go through and we look at what materials were recommended by that team and we really look at different criteria. So, last year when we did science, we looked at this set of criteria to kind of help weed out some of that because that list is extensive. If you click the link and look at it, it's pages and pages and pages. And so, we as a team we help look through and pass some of the criteria. Things like CLR super important especially with some of the things that are occurring at the state level as well as things like this year
014we had to really narrow it down because there's so many and they all scored very highly that we had to at least get it to a manageable old number for our team to look at and review. So, that's the that's the first step of the process. The second step of the process starts when we bring our teams together. So, our adoption teams invest an entire year to go through the process. About seven or eight meetings that we bring them in for and we start with a standards review. So, before we ever put a rubric or ask them to look at materials, we spend an extensive amount of time reviewing our state standards, reviewing what that looks like at each grade level as well as what the progressions from kindergarten through fifth grade, fifth grade to
015sixth grade, and then sixth grade on into high school like for kids. We start with a rubric. We do use a modified rubric just to for time's sake with our teams. We don't use the extensive one that the state uses, but we do use a nationally vetted rubric. And we're looking at things like what is the alignment to standards? Are we looking at conceptual understanding, fluency, all of the parts of math, assessment, lesson design, and then more maybe most importantly our teacher support. Is it going to be usable for our teachers? And so, our teams work together to score that rubric and it becomes our first piece of evidence that they look at for making the recommendation. So, then the next part after teams have reviewed and utilized the rubric is we gather all of
016that collectively. We have discussions with our teams throughout the process. Teachers then are take the materials that they reviewed and they can pilot a lesson in the classroom. They share that information to members that are not on the team, just some of their things that they're finding and seeing in the materials. And then like as mentioned before, we do have an open house where we invite community members in, other staff. We've had the past 2 years we've had students come in and review materials and provide us feedback. Just different members of our community. It's open to all and we utilize that collect all that feedback when as we go move forward in the process. So, once we have narrowed our field of choices down to either two or three, we call in the publishers. And
017our teams tell our publishers what they're looking for. Both elementary and secondary look for a demo lesson from our publishers. They also look for them to explain things like their assessments, their usability, their features that support diverse learners. All of those things that those presentations are really driven by what our community committee would like to hear from the publishers. And that gives them an opportunity to ask those questions that we may not know when we're just looking at at the materials. So, that's a very important part of the process as well. And then our last step at least on the adoption aspect is we look at and all the data that we collected. So, whether it's like the individual score rubrics, those discussions, the feedback from other staff, community members, things like that and we
018analyze it all. Teachers engage in different um sessions where they have discussions to calibrate themselves and discuss through like come up with consensus building, different protocols that we utilize and provide a space for them to have and then they then from there will go vote individually after all of those evidences all the evidence have have been taken into consideration and then those individual committee members will vote on what they are selecting or putting forward as the top choice. And typically we found we find that it really is a consensus based off of just the rubrics, those calibrations, that those consensus discussions. When it comes out the majority of the time it it's a majority vote from our committee members. And so, with that that's just that first aspect of that adoption. So, that exploration. Teachers
019and the teachers on the team are just really looking at those HQIM that are offered from the state and then from there Cara and Susie are going to walk through those next steps that we do after after we decide, after we take it to the board, and what the team does as we move forward. So, as we move into that program implementation in that first year, we're really looking at using curriculum based professional learning to best support our our teachers. There's a lot of words up there, but basically what that's saying is that we want to develop teacher understanding of the mathematical standards, the standards of math practice, and instructional strategies, and how they're best used with those instructional materials that we're adopting. So, the best way we do that is at the beginning we
020ask um representatives from the publishing companies to come in and train our teachers and our coaches and they really focus on doing a model lesson and how all of those aspects are in there. So, they'll they'll act like the students the teachers are the students, but they take breaks to pause and talk about how the standards are addressed, the standards of math practice, and those specific instructional strategies they're using. And we do this multiple times through the year, not just the beginning because we want to hit as the units progress across the grade levels, we're going to hit different standards. So, one time it might be about operations and algebraic thinking, the next time it might be about geometry, it might be about fractions. So, we really like to spread it out so we're trying
021to cover all different areas during the implementation process. So, our professional learning spans multiple stakeholders. We started at the district level for district leaders to ensure that we got the systems and resources necessary to have a positive and successful implementation. We want to make sure that we can have equitable content access across all campuses as well as making sure that we are adequately prepared in our knowledge and understanding of the new material so that we can then support the implementation on campuses. So, we work closely with our instructional materials providers so that we have all of the information that we need for a successful rollout before we begin the implementation process. We also provided multiple opportunities for our administrators to come in and also be trained in the instructional materials so they know what the
022look fors are in deploying the new material. Then we as a team will also assist in the with administrators in developing a tool for them to use as they visit classrooms and look for the the shifts that should be occurring with the new material and do we have a real solid understanding of that intent of that content and that intent of that activity that we were doing in the classroom. We also invest in specific professional learning for our instructional coaches, our coord our our district level coaches, our site based coaches, and our instructional leaders so that they can help teachers when they have a question that comes up or if a teacher is struggling with implementation. So, I know Joy and I have been in these not in these specific roles, but in this department
023for a long time and in and out of it. So, a number of years ago when we adopted Eureka for math initially, like the initial adoption, Joy was an instructional coach at the time at the district level and she would go out and do model lessons with teachers so that they would understand that what it what it can look like and how to best utilize the material. So, our coordinators do that still and our coaches do that in a site based and then also providing opportunities for them to see each other teach the and with the new materials. And of course we have a very deep investment in our our teachers and ensuring that success of our teachers in being able to implement our materials. First and foremost is always a focus on the standards
024and we will be rolling out a math proficiency scale so that we can have that very clear understanding of what it looks like to be a proficient student. So in third grade, what are the knowledge and skills that students need to have and be able to do in order to successfully move to fourth grade. So we we really stay in that lane for the entire time that we're using the material our instructional materials. And then of course, it's also the focus on the how. How do we execute? So like Stephanie said, we do a lot of model lessons. Our instructional coaches will co-plan and co-teach so that we can navigate all of the new learning that's involved. Um we want to make sure [cough] that our [clears throat] teachers understand the strategies that come with
025that are within the materials, how to use any hands-on tools effectively. Even our ELA materials in the primary grades have hands-on materials. So we want to make sure we're we're utilizing [clears throat] all of those to ensure student success as well as that discourse among our students. They need to be talking about what they're learning, engaging actively with each other as peers. This is why the implementation the multi-year process is so important because it takes a while to learn [clears throat] the new instructional materials. So we try really hard to maintain the integrity of that review at least through the next entire year in with monthly professional learning with that team so they can take it back to their sites. Um we don't get a lot of opportunity to bring all teachers together to do
026things. So we use a implementation an implementation team and train the trainer kind of model in order to support classroom teachers through the implementation of the new materials. >> And with that, we have other opportunities throughout the year. We do Saturday sessions so that they can deepen their learning as well. So lots of different ways and actually we're trying to improve this professional learning for teachers. So part of this professional learning looks like teachers just doing math um so they can get an idea of what the materials will look like, what they will how they can implement it within the classroom. So we're going to have you guys do some math. So we're going to number you off. It's not scary. Two, and a three. >> [laughter] >> So one, two, three. >> Even our
027kindergarteners do this this kind of math. Actually, we'll just pair you. So two and then two and then we're going to use these vertical work spaces. Um and then we'll pose a question up on the board for you. >> [laughter] >> So you're going to work on the board. You are only allowed one marker per group. So you [clears throat] have to talk and pass the markers and work together as a group to be able to discuss this Do I need anything in their bookmarks? Um you will eventually need your bookmark but you do not need them at the like book at the moment. Yeah, if if you bring it, it's fine. That's what we were doing. Do you want to join a group? Do you have a question? I don't know what we are
028doing. My plan >> [laughter] >> I'm good. So you're going to take a look at your rectangle up here and you want to find what fraction of the whole rectangle is the area of the shaded part. So you have your marker, you have your whiteboard. So so before you before you tackle the problem, just talk about it as a team on how you are going to deploy your strategies to solve this problem. So think about what you're looking for, some ideas on how you're going to solve. So and then we're going to take some cool aways. So I'm supposed to tell you how what the fraction is. Yes. The fraction of the rectangle is three. So we're doing space. Okay, we're doing all of You can pick any two spaces. Okay, cool. You need to
029start. I mean you got to start somewhere. Okay. So [clears throat] you have your boards. Do we like There's only one marker. Yeah. I already started writing on it. There's only one marker. >> [laughter] >> Hey. These I know. I got to mess it up. No, it's okay. >> [laughter] [laughter] >> Because each other has a sheet. Okay, we'll share it and speak for B. Doesn't the top represent A and the We have four squares. The middle one is also got a square and One, two, three. So that's four. There's already two of them up there. So one, two, three, four, five, six, seven, eight. >> [laughter] >> If I use their math so it doesn't look like they have B minus C. Something like that. >> [clears throat] >> And you can write your
030math Put your thinking on the board. So we're just doing Why am I choosing four right now? >> [laughter] >> And then what Yes. Use the very challenge. He said no. And then I don't know what you're saying. So finally >> [laughter] >> So is that What if one here All right, let's just bring that group back together. I'm going to pause your thinking. Start over. No. What are your key things that you're doing as you're working through this? So our key things to remember that the question is asking. So I'm just going to jot some of those down for us. >> [snorts] >> So what is the question asking us? Fraction of the So we have to have fraction. So we have to have fraction. We need the area of each region. So we
031have to calculate area or find What is happening with I know. >> [laughter] [laughter] >> Any other ideas that Which part of the fraction do you have right now? So your B equals four. So which part of the fraction do you have now? Um Is there anything else we need to add on? I want students to be able to I want I wanted to do this because I saw something that you need to work on on your time. >> [laughter] >> Pulling the class together today. Go ahead, keep going. I just made that up. >> [laughter] >> So we just solve this. I don't know how to do it. I know. Okay, one, two. Yeah, right. So a part of this process Why don't you [laughter] check with the other team and see how they're
032doing and see if you guys have some agreements or some maybe some things you don't have the same. We are well our 4/32 for B. >> [cough and clears throat] >> Yeah. Yeah. Yeah. That matches us which we reduced to one So what did we get wrong? Yeah, we could reduce. Yeah. That should be 9/32. Did you guys do >> [laughter] >> This is it. We're on it. We're in progress. >> [laughter] >> We're almost there. You're making progress. So we use the same thing. >> I don't know what >> [laughter] [laughter] >> All right, we can come back together. I'm really ready. Now they're now they're very loud. >> [laughter] >> Cuz they're now that We'll get it. So one of the things about this >> [laughter] >> activity and then we'll get into
033your bookmark is this is the kind of learning that you'll see starting with kindergarten [clears throat] all the way up to 12th grade. Um these are called vertical work spaces and they're part of a building thinking classroom. And the intention behind that is to get students problem solving, thinking critically, and sharing ideas with each other. And it can be a powerful way for students to represent their learning. And it's a great way for teachers to really monitor and understand what kids are what they're good at and then where do we need to come in and fill in some some gaps in understanding. So as you saw, you can get really into it. We get some groups that kind of go rogue and just really start going >> [laughter] [laughter] >> We just that's what we
034want. And for math to be this rich for students is pretty powerful when we can get our students that actively engaged into talking about math. So there was a fair amount, I don't want to speak for all of us, but there was a fair amount of productive struggle. Yeah. I would say. So with kids, how how many scaffolds would you give to support them in this? So I think doing things like bringing the group back together to highlight, right? Um doing things like where we did not tell you that you had to redo the fraction, right? Nowhere was that in the directions, but seeing and leaning in on each other um when Suzy had suggested that oh maybe you guys go swap boards, things like that. Um I think the the nice thing is that
035when you do this, you randomize the groups. So your all of your like kids that are struggling in math aren't all together and so then it gives them that ability to work with another student. And we all know that students learn from other students, right? And so utilizing some of that aspect. >> a good example of strong and not so strong. Pulling them back together um to have conversations about what do you notice about A compared to like F, right? So A is a rectangle, F is a triangle. So what do some of those? >> [clears throat] >> So just really engaging in that discussion. You could do a whole group. You could go to each little board and discuss with a team. Um you could do things like where you have a But it
036I don't know what the term is, but you could have had a person go be a spy to another group and then come back and stand at the other group and listen to what they're talking about and bring it back to their group. Um so this I feel like this lends beautifully in doing some of that scaffolding naturally like and really leaning into your students to do those aspects. Thank you. Our in our middle schools last year we um N squared math has a a conference just for middle school math teachers in Santa Fe. And um the building thinking classroom was a highlight of the conference. And they all came back they all came back they all wanted all the materials. We did our best to get all the materials. So uh most middle school
037classrooms have these set up and are deploying them. Over the course of a year kids get much more comfortable with asking the questions and engaging in the discourse and taking a risk. You have to build it from the beginning. >> I've seen that in my in my 16 schools that I've visited in the last two years. >> working with our elementary teachers on this for two or three years, I would Mhm. Good. And and nothing is more magical than walking into a first grade classroom and people working at these boards, having their fun discussions, and then coming back to their tables and doing just as you guys are doing and continuing to stare at the problem and have conversations and and be talking things out. So this is really something we're proud of as a
038district that we've been able to work with teachers K-12 on. So that hopefully as our elementary kids get more used to this structure and then they head into middle and high school and all of these things. Okay, so I have bookmarks. Yeah. Yeah. So just to add in So not only are we going to do the math with teachers, um we're also going to have them think about okay, so how going back to your question, how are we going to deploy this? And so part of the math standards, we have the math practice standards, which is how are we going to teach that content standard? Um so we do have a question. Can you Um so what SMP and there might be more than one, so standards of math practice, did you engage in with
039this task? So this is where you use your bookmark. So on your bookmark are all eight of them. Standard eight. >> [laughter] >> Am I going to have to Um sometimes we lend [clears throat] ourselves to all eight of the mathematical practices, whereas depending on what we're working on, sometimes we're honing in on one or two of those mathematical practices. So that's really how we get our students to engage in the mathematics. And on the bookmark you can see like the gray band, it shows that those ones are like your overarching. So you might see multiple like those two in any and all along with the other areas as well. So those are things that we're really trying to like have our student our teachers engage in as they're planning, as they're working through their
040instructional materials, and then deploying them on students. The common core standards and the state standards are what we're teaching kids, but the standards for mathematical mathematical practice are how we're teaching kids. And with that We just so you know, the we have action item tonight in the um board meeting for the materials that have been reviewed and are being recommended for adoption. Um we'll talk about that part in the board meeting, but just so you're aware the decision the recommendations have been made. Um elementary is going with Big Ideas Math Squared will be the recommendation that's made. Um middle school is um recommending Edgenuity. And um high school is McMillan Hardcore is what the It is um it it will be interesting. It'll be the first time in a very long time that we have
041had three distinct programs of math going. So And with that, we stand for questions. Okay. Great. Um Darlene Yeah. Do you want to go ahead? We just I they are state programs and there've been times we have done adoptions all the way through. So would would you just discuss a little bit how how how you plan to deal with the alignment between the various levels as you change the one system to another cuz I know you gave a lot of thought and there was a lot of discussion about that. I think the biggest I We do have continuity of program um by band. So K-5, 6-8, 9-12 or 9-11 actually. 12 is its own thing because kids have lots of options for math. Um this will require some intentional time around vertical articu- articulation, time
042for um sixth grade teachers to understand what fifth grade program looks like, time for ninth grade teachers to understand um what eighth grade program looks like. Um this is why implementation team and implementation year is so important because it brings those teams together in order to have those rich conversations about what's the language utilized here versus the language utilized here where's the overlap that we and where do we need to bridge those things? And then of course the foundation is the standards. We lean heavily into our state standards and we do a a lot of work with that vertical articulation and making sure that not only are our materials aligned, but if we're using the language of the standards, then we know as our students go through fifth grade and sixth grade, they're going to
043have not only the skills, but they're going to have the language that's necessary to be successful. We I've in the past have done a fifth grade to sixth grade vertical articulation where we have brought teachers from each campus. So we have maybe one fifth grade teacher from every campus along with one sixth grade teacher from each campus so that they can actually look at the vertical alignment as we go from one set of materials to another. Anything else about Well, I you know I at the end I might share a little bit about the actual process of you know how I should I didn't get any questions yet but I'd like to go ahead and let the board ask questions about Okay. about the process. Rebecca, any questions or any anything so far? I'm good.
044I'm good. I'm good. Nothing so far. Um how many people did you guys have come out to um do the materials this So you might talk about that. >> Somewhere between 60 to 75 >> Oh that's a lot. coming out. The last two years both for science and math. Um the last and the last two years we've also extended the window. We open early in the morning and we stay here until 6:30 or 7:00 at night so that whenever people are available um where the space is open for them to preview all the materials. That's great. That's great. And if I could add I think it's great that community members come, parents come but I also love that some of them are their students. And students were there. That's great. Yes. That was really good.
045You're welcome to read some of those reviews. Oh so really good. Yeah, actually make your heart happy. Yeah, that is that's fantastic. Um Zach, do you have any questions or comments on anything? Thank you for what you're doing. Yes. Um do we have Dr. Die for two? Do you have any questions or comments that you want to give on anything? >> [sighs] >> Yeah, just one question. Um the arrangement [clears throat] of the New Mexico state standards how are they reflected in the curriculum in all three levels? Are they neatly aligned with what we're adopting or are teachers which is sometimes a strain on teachers going to have to bundle them strategically to make sure that our kids get them prior to taking a high stakes state test? I can speak to math and then
046Karen can also speak to elementary math. I apologize. Um one of the things that our our teachers appreciated about Eureka Math Squared is that the standards are called out very clearly. Good. Good. And so that is actually something that the company the publishing company Great Minds had heard from teachers. That was feedback that they had gotten from actual practitioners that they wanted to see the standards very clearly articulated so that they knew exactly what they were teaching and assessing as well. And it's not just the content standards that it clearly calls out the mathematical practices. So how are we going to ask students to engage in the math for any of the particular lessons that are in there. Thank you. And I would also say feedback that teachers gave Great Minds gave improvement in Eureka
047Math Squared is at all grade levels the major work that's called out by the standard is all top loaded at the beginning of the year so that students have the most amount of time before they are assessed with that major work. >> So there are no key standards that will be taught after the test is given in the spring. That is how they are designed. >> [laughter] >> It's a great question. I didn't think to Thank you. Appreciate you guys. I know I know I got to visit a couple situations where teachers and administrators and it was really the the amount of collaboration and input that you fostered in the process. Kudos to all of you. Um and Renee too they can speak to the secondary alignment. So for secondary we really again spend that
048time looking at the standards and breaking it down. We've done things with the teams like talking about coherence mapping so looking at what the standard needs like a student needs to be successful in that standard and then we really do work around priority standards and I know the elementary team does too. So looking at those priority standards before we even go into looking and reviewing materials. So all our teachers have that are on the team have that lens of these are our focuses, this is where and then how are we going to then do those supporting standards and bridge those in or does the material do that naturally itself to where that alleviates some of that planning and time and gives time back to the teachers to be able to intentionally and strategically doing that.
049So teachers go into the review with that lens already. Thank you. Um high school is experiencing a shift right now at the state level. I don't know if everyone's heard about this. Um our geometry course is becoming a geo stats so the standards are shifting and our algebra two is splitting into three separate courses. Um one of which for us we plan to be a pre AP algebra two and then it's an algebra two with data science and statistics and one with statistics and quantitative [cough] reasoning [clears throat] and the teachers um this last time we met most specifically um we're really looking at how you map out the linking of the standards, how are we making sure we're covering those standards that are priority and then how are they being tied to that instructional
050materials so that we can make sure that all teachers are supported. So yeah, I >> [clears throat] >> guess I should I didn't even think to bring this up. There is a significant change in math um at the specifically at the high school level um that goes into effect next year and the current courses that are have been available should be phased out of all schools after another year. So um this will be an interesting situation because um when the state team reviewed materials they used the old courses. And so what we found is that we are adopting and recommending adoption of >> [clears throat and cough] >> HMH for geometry and algebra two but we are also going to need to adopt a statistics book for those two courses. Um they have they have
051found one and selected one that they believe will [clears throat] work and pair nicely with both courses so we don't have to buy two stats books to go with these um core courses. Uh so that was nice but it required that team to also they've had to restructure all of high school math this year in their work. And it as as they were deciding on materials also think about how these courses are going to look different for our students next year. So the three algebra twos split not split [clears throat] the path. Three different courses. Yeah. Do we have curricula that reflects three dis- distinct courses? Yes, we will. All by the same vendor? No. No. No. So the pre AP algebra two will use HMH as a support cuz that really is the one
052that's most aligned cuz it's most similar to what you would have seen in an algebra two class and then they'll use the college board materials. >> Okay. Um for the quantitative reasoning and the data science that's where the statistics book comes. Okay. That's where we have to get it. Yeah and then for geo stats also cuz there was some probability covered in a normal like regular geometry class before the split but not very much statistics so they needed another support material. It was interesting though we did um college board is also making this shift with geometry in their new pre AP geometry class is a geo stats class also. So um this this trend is coming from somewhere to restructure what math looks like at high school. You know where it's coming from? What what
053organization? NCSM NCTM Oh so it's the National Council for Teachers of Mathematics and then we're supportive of mathematics and it's it's it's a it's becoming like a countrywide push is this idea that kids are leaving high school without really understanding data and where data comes from and how to read data and how to use data and so there's a lot of concern that kids are coming out sort of ill prepared to kind of consume information. Yeah, consume information. So Uh Tennessee has already made this change. I do and North Carolina has as well. So and then this will reflect we have kids in middle school taking the high school geometry so that's going to reflect to back into those classes in the middle school too. Yes, yes it will. The middle school will for algebra
054one and for geometry if they are taking those courses in the middle school they will be enrolled in pre AP algebra one and or pre AP geometry and they will use the same materials and the same uh curriculum maps and final exams that we deploy at the high school level. And we're working on getting codes for all of our middle schools now because High school credit courses. Yes. And for students for example that are currently taking geometry with the shift to geo stats they will still get credit for the geometry class at the state level. Good. And I still want to look at that policy so we can work on that a little bit. You know that doesn't even affect my children anymore but it's still fun to see. >> [laughter] >> They they will
055be in the system as high school courses. Okay. Yeah, at the middle school level. So then when this comes out now will it actually come in as they will have math The whole person I'm saying but but right they are still required to take four math courses in high school. Yes. Yes. But that should easily transition into their tran- their transcripts coming out. They will be credited with four courses in high school. And you'll get to see that list tonight. Okay. Yeah, [laughter] really exciting. Something to look forward to. Awesome. What it is. Good night. >> [laughter] >> Uh just a couple of other comments about this this overall state process is um uh we we need to have these books ordered before the end of the month. If we don't have them ordered by
056the end of the month, then we there's no commitment that we would get them by the start of the school year. So, that's an important consideration. In New Mexico, we have two ways of getting instructional materials. One is to go through the state depository. We still have a state depository. It is an ancient institution, but but we still have it. And it is um But but the the thing that I think really drives that is it has been any more helpful for small rural districts. And you know, it it but besides it's just an institution. And we've tried several times to get it changed, but we have not we've not been successful with it. One of the pluses though of going through the the state depository is that they absorb the shipping costs for materials.
057And so, what that will necessitate is going, you know, if we order it and have it shipped directly to us, and we've done that a couple of times for a variety of reasons I won't go into, but you would end up paying the shipping yourself. And so, if at all possible, you try to work through the depository. So, what that means is that the books will go there, and then we as a district will send trucks to pick all of those materials up. And you think about what that is size a district our size, a K through 12 adoption, how many books that is. It is a huge number, and they have to be picked up, they have to be brought to the district, and then they have to be counted out, they have to
058be distributed to each school. And it is a very not not a difficult process in the sense of of complexity, but difficult in the terms of logistics of getting that that to happen. So, we are ordering most of ours through the depository. I understand that one there is no difference that we can have that sent directly to us, and they have agreed to absorb the shipping costs or the shipping costs were part of the the adoption adoption proposals. So, that But but [clears throat] the timeline is the thing I wanted to be most aware of. And if we don't get it in, then we get it they put it into a queue, and then we get it when we get them. So, that's why this the timing of this workshop and the and the board
059item is is so important. But I also want to stress this how much work goes into this adoption, how much work these people have time they've put into trying to match what the the materials that are adopted at the state. And and honestly, you know, having done this for a long time, I really do want to give the state credit. They've gotten much better over the last several years about getting materials that really are tied to standards and and tied. And so, but here's the picture, you know, you want materials that are tied to the standards, and then you know, if you don't have that, the the standards are what we are tested on, and when you don't you have this misalignment between what's being taught and what's being tested, and that's [clears throat] not
060fair to our students. So, they have done an admirable job, I just want you to know, an admirable job of making sure that we go through the materials, that we do a really good job, and get a lot of input. Um And [clears throat] and so, you know, thank you for for all that time and effort. The other thing I want to emphasize is this the the selection of the books is one big lift. The next big lift that comes is the training of staff on those new materials. The time and effort expense that goes into being sure that all of our staff have adequate training and support so that they are able to use those new materials effectively. So, there's really two big parts here. One is the selection and getting the right materials,
061and the second is the training of all of our staff all of our math staff on on the new materials so that they can maximize the use. So, that's another big responsibility these people have is that our teachers get that training. And so, again, I just want to express appreciation for all the time and effort that has gone in and will continue to go into it as we move from getting the books to the actual professional development professional learning for our staff. But I I gather from your discussions that you're really pleased with these materials, you're excited about them. You think they're going to be good for for our teachers that teach and our students to learn. And and so, that's really really good news. So, thank you for that work. Our coordinators did the
062heavy heavy lift all year >> [cough] >> planning and organizing, getting feedback from the teachers, and just making it all happen. So, I do want to the timing of the order is very important for us. We learned this last year with Twig cuz we had to get in line, and we had pallets upon pallets of science materials arrive at schools the week we opened. And um Welcome back. >> Yeah. Yeah. Well, in math for elementary a couple years ago, we didn't even have materials to start the beginning of the year. So, I know Carol is always on the backside for weeks now been crunching numbers, figuring things out, getting things ready, quotes generated so that hopefully when the everything's approved tomorrow morning, she'll push the button. That's what Push the button to save it. Purchase
063it to get the orders in for us. So, Carol does an outstanding job for this district, and that takes a lot of it. Yes, she does. She does. So. All right, anything else? We just thank you for your time engaging in >> [laughter] [laughter] >> Do you have the answer? She's I've done the math. But don't know whether my answers are correct. >> [laughter] >> Is A 3/16? B is an eighth, C is 3/8, and then D through H are all 1/16. That aligns with the math I did. Oh, I got that aligned. The board president is very competitive. >> [laughter] >> Wanted to get the answer first. I was thinking that was a mistake. Yeah, it's just like obviously divided it wrong. >> [laughter] >> So, my minor computational error and that's what makes
064it The thinking was so good. Turning my soul out. All right, well, with that Thank you, C N M. Thank you guys so much. We're adjourned this meeting, and see you in the next. Thank you very much. Thank you very much. I started tearing up. I know. I know. I thought >> [laughter] >> You made me tear up. This is how I feel right now.