Closed captioning transcript for the Hillsborough County School Board Workshop from October 10th, 2017, 9:00 A.M.

>> HELLO. MY NAME IS SALLY HARRIS, AND I'M THE VICE-CHAIR OF THE HILLSBOROUGH COUNTY SCHOOL BOARD.

>> I'M CINDY STUART, THE BOARD CHAIR. ON BEHALF OF OUR COLLEAGUES ON THE BOARD, WE WANT TO TAKE A MOMENT AND WELCOME YOU TO HILLSBOROUGH COUNTY PUBLIC SCHOOLS.

>> HERE IN HILLSBOROUGH COUNTY, WE SERVE MORE THAN 200,000 STUDENTS IN PRE-K THROUGH 12th GRADE. THAT MAKES OUR DISTRICT ONE OF THE TEN LARGEST IN AMERICA. OUR TEAM IS MADE UP OF MORE THAN 25,000 DEDICATED PEOPLE WORKING AT MORE THAN 245 SITES. WE ARE HILLSBOROUGH COUNTY'S LARGEST EMPLOYER.

>> THE BEST WAY TO SERVE OUR STUDENTS IN OUR COMMUNITY IS TO INVOLVE YOU, THE PUBLIC, IN WHAT WE DO. YOU ARE WELCOME TO E-MAIL OR MEET WITH ANY OF OUR BOARD MEMBERS AND FOLLOW OUR DISTRICT ON SOCIAL MEDIA. OUR BOARD MEETINGS ARE HELD HERE IN OUR BOARD AUDITORIUM EVERY OTHER TUESDAY STARTING AT 3 P.M. BOARD MEETINGS ARE STREAMED LIVE ON OUR WEBSITE AND CARRIED LIVE ON CABLE SPECTRUM 635 AND FRONTIER FIOS CHANNEL 32. AS YOUR ELECTED BOARD, WE'RE INTERESTED IN WHAT THE PUBLIC HAS TO SAY. WE'LL INCLUDE TIME FOR AUDIENCE COMMENTS BEFORE WE ADDRESS OUR REGULAR AGENDA.

>> OUR AGENDA AND ANY SUPPORTING MATERIALS CAN BE VIEWED ONLINE IN ADVANCE. THEY ARE POSTED SEVEN DAYS BEFORE EACH MEETING ON OUR WEBSITE. SDHC.K12. FL.US. THANK YOU FOR BEING A PART OF OUR MEETING TODAY. WITH YOUR HELP, WE'RE MAKING DECISIONS THAT SHAPE OUR COMMUNITY'S FUTURE. WE IN HILLSBOROUGH COUNTY PUBLIC SCHOOLS ARE PREPARING STUDENTS FOR LIFE. [ SOUNDING GAVEL ]

>>Cindy Stuart: GOOD MORNING, EVERYONE. WELCOME TO OUR TUESDAY, OCTOBER 10th, "FILLING THE GAP IN ELEMENTARY MATHEMATICS WORKSHOP." WE CURRENTLY HAVE TWO BOARD MEMBERS THAT WILL NOT BE WITH US THIS MORNING BUT WE HAVE A QUORUM. WE'LL GET STARTED. I'LL TURN THIS OVER TO MS. DEBORAH COOK.  

>>Deborah Cook: THANK YOU. GOOD MORNING, BOARD CHAIR STUART, SCHOOL BOARD MEMBERS, SUPERINTENDENT EAKINS AND STAFF, TODAY'S PRESENTATION OUTLINES THE CREATIVE SOLUTION OF ALIGNING FLORIDA STANDARDS BASED RESOURCES AND TOOLS IN ELEMENTARY MATHEMATICS. LOOKING AT HOW WE THINK ABOUT MATH, ANALYZING DATA AND GATHERING INPUT FROM STAKEHOLDERS HIGHLIGHT THE PROCESS OF ENSURING OUR STUDENTS AND TEACHERS HAVE THE NECESSARY SUPPORT IN MATHEMATICS. THE PRESENTATIONS BROUGHT BEFORE YOU TODAY ALIGNS WITH OUR DISTRICT GOAL AREAS OF STUDENT ACHIEVEMENT, TALENT MANAGEMENT, CULTURE AND RELATIONSHIPS, AND PROCESSES AND FINANCIALS. I WOULD LIKE TO INTRODUCE OUR TEAM WITH YOU THIS MORNING. BARBARA HANCOCK, INSTRUCTIONAL LEADERSHIP DIRECTOR OF ELEMENTARY EDUCATION, COREEN JOHNS, SUPERVISOR OF INSTRUCTIONAL MATERIALS, AND OUR PRESENTER, JACK FAHLE, SUPERVISOR OF ELEMENTARY MATHEMATICS.  

>>Jack Fahle: GOOD MORNING. JUST A QUICK SIDE NOTE BEFORE I BEGIN, YOU GUYS DID HAVE A LITTLE BAG OF GOODIES. I JUST WANTED TO LET YOU KNEE CAME FROM OUR HILLSBOROUGH COUNCIL OF TEACHERS OF MATHEMATICS. THEY FELT LIKE YOU GUYS NEEDED SOME GOOD MATH THINGS THIS MORNING TO GET US STARTED OFF AND THEY WANTED ME TO ALSO LET YOU KNOW, KEEP IN MIND, YOU'RE INVITED OUT TO OUR MATH BOWLS. THE FIRST ONES ARE IN DECEMBER, AND WE'LL SEND INVITES OUT TO YOU. WE HOPE YOU'LL BE ABLE TO MAKE IT. SO THIS MORNING, WE'RE GOING TO BE TALKING ABOUT OUR GAP YEAR PROPOSAL. AND AS WE CONTINUE, I'M GOING TO BE ANSWERING THREE QUESTIONS FOR YOU. WHAT STUDENT MATH PRACTICES ARE NECESSARY TO MEET THE DEMANDS OF THE MATHEMATICS FLORIDA STANDARDS, ALSO KNOWN AS MAFS. HOW DO OUR CURRENT GOMATH RESOURCES AND THE PROPOSED GAP YEAR RESOURCES COMPARE IN MEETING THE DEMANDS OF THE MAFS? LASTLY, WHAT FEEDBACK HAVE OUR TEACHERS PROVIDED ABOUT THE SUPPORT RESOURCES THEY NEED? AS YOU GUYS I'M SURE KNOW, OUR MATHEMATICS FLORIDA STANDARDS ARE COMPRISED OF TWO COMPONENTS. WE HAVE OUR CONTENT STANDARDS WHICH STRETCH FROM K-8, AND THOSE DEFINE WHAT A CHILD SHOULD LEARN AND BE ABLE TO DO IN MATHEMATICS AT EACH ONE OF THE SPECIFIC GRADE LEVELS. THE STANDARDS FOR MATHEMATICAL PRACTICE WORK IN CONJUNCTION WITH THOSE AND THOSE ARE K-12. THOSE DEFINE HOW A CHILD WILL BE ABLE TO DEMONSTRATE THEIR MATHEMATICAL UNDERSTANDING OF THOSE SKILLS AND CONCEPTS. REALLY, THE LARGER SHIFT IN OUR STANDARDS COMES WITH THE CONNECTION OF THE MATHEMATICAL PRACTICES TO THE CONTENT STANDARDS. SO I WANT TO TAKE A MOMENT AND JUST SHARE THOSE 8 MATHEMATICAL PRACTICES WITH YOU. KEEP IN MIND, THESE ARE K-8. THEY ARE THE SAME IN KINDERGARTEN AS THEY ARE IN 12th GRADE. OBVIOUSLY, 12TH GRADERS WORK AT A DIFFERENT LEVEL WITH THEM THAN DO KINDERGARTNERS. BUT IF YOU TAKE A LOOK AT THOSE, YOU CAN SEE SOME OF THE THINGS THAT OUR STUDENTS ARE EXPECTED TO BE ABLE TO DO. ONE OF THE THINGS WHEN IT FIRST CAME OUT FROM THE AUTHORS OF THE STANDARDS, THEY SAID THAT IT WAS NO MISTAKE THAT NUMBER ONE IS NUMBER ONE. NUMBER ONE SAYS THAT OUR STUDENTS WILL BE ABLE TO MAKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM. AND THAT'S WHAT MATH IS ALL ABOUT. MATH IS A TOOL FOR PROBLEM SOLVING. AND SO ALL OF THE OTHERS KIND OF FALL UNDER THAT FIRST ONE. SO I'D LIKE TO KIND OF PIGGYBACK ON THAT. I'M GOING TO GIVE YOU GUYS A PROBLEM TO THINK ABOUT THAT HOPEFULLY WILL PUSH OUR PRESENTATION FORWARD HERE. SO LET'S JUST SAY, FOR EXAMPLE, YOU HAD TO WAKE UP EARLY TO COME TO A BOARD MEETING TO COME LISTEN TO A GENTLEMAN TALK ABOUT THE MATH GAP YEAR. AND YOU THOUGHT, WELL, I BETTER GET COFFEE FOR THIS ONE. SO YOU PULL INTO STARBUCKS AND LET'S SAY -- I DON'T EVEN KNOW IF COFFEE COSTS THIS MUCH OR NOT ENOUGH -- LET'S SAY COFFEE COSTS $4.23. YOU GIVE THE CASHIER 10 BUCKS, WHAT WOULD YOU BE EXPECTING FOR YOUR CHANGE? TAKE A MOMENT TO THINK ABOUT IT. SO YOU GUYS THOUGHT ABOUT IT. I DIDN'T SEE ANY PENCILS GET TAKEN OUT OR CALCULATORS TAKEN OUT. SO THAT'S GOOD. TO SOLVE THIS PROBLEM, HOW MANY OF YOU USED THIS METHOD IN YOUR HEAD? A COUPLE OF YOU. DID SOME REGROUPING IN YOUR HEAD. YOU JUST ADDED. YOU MAY HAVE DONE SOMETHING, MAYBE MS. VALDES, SIMILAR TO THIS. I DON'T KNOW IF YOU ADDED THE SAME PIECES BUT YOU PROBABLY ADDED FROM THE $4.23 UNTIL YOU GOT TO TEN DOLLARS. IS THAT ALONG THE SAME LINES? SO AS YOU CAN SEE, WE SOLVE PROBLEMS IN DIFFERENT WAYS. AND MANY TIMES, DEPENDING ON THE NUMBERS, ONE SOLUTION AND STRATEGY IS MORE EFFICIENT OR MORE ACCURATE THAN ANOTHER. THIS SCENARIO HERE OF TAKING THE $4.23 AND ADDING UP UNTIL YOU GET TO THE TEN DOLLARS WHEN OUR STANDARDS FIRST CAME OUT, OF COURSE, THEY WERE NOT CALLED MAFS WHEN THE NEW STANDARDS CAME OUT. THEY WERE COMMON CORE AND THE NAME WAS CHANGED ALONG WITH TWEAKING OF SOME OF THOSE STANDARDS SHORTLY THEREAFTER. BUT WHEN THE STANDARDS FIRST CAME OUT, WE IN THE MATH DEPARTMENT, I GOT MANY CALLS FROM PARENTS WITH QUESTIONS WANTING TO KNOW WHAT IS THIS NEW WAY OF DOING MATH THAT WE'RE DOING? AND THERE WERE EVEN A LOT OF MEDIA THINGS GOING ON AT THE TIME ABOUT THIS NEW MATH AND QUESTIONS THAT AROSE AND THINGS LIKE THAT. I'D LIKE TO SHARE A BRIEF CLIP WITH YOU. THIS IS FROM NBC NEWS THAT TALKED ABOUT THIS NEW WAY OF DOING MATH.  

>> FOR SOME, COMMON CORE IS CREATING COMMON CONFUSION. TAKE 34- 9. MANY WOULD SAY THAT'S RELATIVELY SIMPLE. CARRY THE 1, 14- 9 IS 5. BRING DOWN THE 2, YOU GET 25. UNDER COMMON CORE, SECOND GRADERS LEARN DIFFERENT METHODS AND NEED TO SHOW ALL STEPS. ONE EXAMPLE, USING A NUMBER LINE THAT CAN SEE 9 IS ONE AWAY FROM 10 WHICH IS 20 AWAY FROM 30 AND 4 FROM 34. ADD THOSE TOGETHER TO GET 25 AND IF 9 AND 25 ARE 34, 34 MINUS 9 EQUALS 25. USING THREE TIMES AS MANY STEPS TO GET TO THE SAME ANSWER.  

>>Jack Fahle: ALL RIGHT. SO THOSE OF US THAT ADDED UP, I GUESS WE WERE USING WAY TOO MANY STEPS. DIDN'T SEEM LIKE THAT MANY STEPS? YOU CAN KIND OF SEE WHERE THE MEDIA WAS HEADED WITH THIS. I PRESENTED NUMEROUS TIMES OUT AT OUR SCHOOLS WITH PARENTS HAVING PARENT NIGHTS. WHEN I SHARED THIS CLIP WITH OUR PARENTS, THEY IMMEDIATELY GAVE ME THESE LOOKS LIKE, YEAH, HOW COME WE'RE DOING ALL -- WHAT'S GOING ON? WHY ALL THESE STEPS? WHAT'S HAPPENING? AND IN UNDERSTANDING THIS, WE CAN UNDERSTAND THE SHIFT IN WHAT'S HAPPENING IN OUR STANDARDS. JUST AS AN ANALOGY, IF YOU TAKE THIS PICTURE. GOT A NICE GARDEN IN SOMEBODY'S BACKYARD HERE, RIGHT? OR A PARK. IF I WERE TAKING CARE OF THIS AREA, A LOT OF THE WORK THAT I'D BE DOING IS CUTTING. I'D HAVE TO TRIM BACK THOSE FLOWERS. HAVE TO CUT THE GRASS, DO SOME WEED WHACKING AND THINGS LIKE THAT, BUT ULTIMATELY THE JOB IS CUTTING. SO IF I WENT INTO MY SHE HAD TO PICK OUT A TOOL -- I'VE GOT A LOT OF TOOLS IN THERE, AND THEY ARE ALL FOR CUTTING. BUT IF I WAS CUTTING THE GRASS, OBVIOUSLY, I WOULD PICK THE MOWER. THE AX WOULD DO THE JOB BUT PROBABLY RAISE EYEBROWS OF THE NEIGHBOR AND TAKE A WHILE. JUST LIKE THAT ANALOGY, OUR KIDS NEED TO HAVE MULTIPLE TOOLS AT THEIR DISPOSAL, BE ABLE TO UNDERSTAND WHICH TOOLS HELP THEM THE MOST IN CERTAIN SITUATIONS. THIS WAS A PROBLEM THAT I SHARED AT OUR PARENT NIGHTS. I ASKED PARENTS TO SOLVE THIS PROBLEM. AND THEN I ASKED HOW THEY SOLVED IT AND THEY HAD A LITTLE TURN AND TALK DISCUSSIONS. AND THERE WERE ALMOST AS MANY THAT SOLVED IT THIS WAY. AS SOLVED IT SOMETHING LIKE THAT. IF WE CAN TEACH OUR STUDENTS TO KNOW THAT SUBTRACTION, ANOTHER INTERPREPARATION OF SUBTRACTION IS THE DISTANCE BETWEEN TWO NUMBERS AND THINK ABOUT THAT ON A NUMBER LINE AND THINK ABOUT COUNTING UP LIKE SOME OF YOU GUYS DID, WE KNOW SOMETIMES A TRADITIONAL ALGORITHM IS AN EFFICIENT AND ACCURATE WAY TO WORK WITH MATHEMATICS AND SUBTRACTION. SOMETIMES, HOWEVER, IT'S NOT THE MOST SUFFICIENT AND MANY TIMES STUDENTS MAKE ERRORS WHEN THEY ARE TRYING TO USE AN INI INEFFIC OR INACCURATE METHOD TO DO SOMETHING THAT CAN BE DONE DIFFERENTLY. WE WANT OUR KIDS TO REALIZE AND OUR TEACHERS TO REALIZE THAT MATH IS A THINKING SUBJECT. IT'S NOT JUST A MEMORIZATION SUBJECT. FOR MANY OF US, MATH MIGHT HAVE TURNED INTO A MEMORIZATION SUBJECT, ESPECIALLY WHEN YOU GOT INTO SOME OF THE HIGHER LEVELS OF MATHEMATICS. THERE IS A TEST THAT YOU GUYS I'M SURE ARE FAMILIAR WITH. THE TIM STUDY TEST. IT'S DONE ACROSS MULTIPLE NATIONS AND SCORES ARE COMPARED. AND THE LAST COUPLE OF TIMES THAT THEY'VE DONE THIS TEST, THEY'VE ALSO ASKED SOME QUESTIONS OF THE KIDS ABOUT THEIR LEARNING. ONE OF THE STATEMENTS THEY ASKED KIDS TO RESPOND TO WAS, THEY SAID WHEN I STUDY MATH, I TRY TO LEARN EVERYTHING BY HEART. THEY ASKED THEM, DO YOU AGREE OR DISAGREE WITH THAT STATEMENT? THIS WAS OVER 40 COUNTRIES. 67% OF THE STUDENTS IN THE UNITED STATES AGREED WITH THAT STATEMENT, THAT THAT'S HOW THEY LEARN MATH. IN CONTRAST, 35% OF THE STUDENTS FROM THE HIGHEST SCORING NATIONS AGREED. SO FEWER OF THEM THOUGHT OF MATH AS A MEMORIZATION OR LEARNING EVERYTHING BY HEART SUBJECT. SO GOING BACK TO OUR EXAMPLE WITH THE NUMBER LINE, WE TEACH THE NUMBER LINE STRATEGY BECAUSE IT HELPS BUILD CONNECTIONS FOR YOUNG KIDS, IT HELPS THEM TO UNDERSTAND THE RELATIONSHIP BETWEEN ADDITION AND SUBTRACTION. IT BUILDS THAT NOTION THAT SUBTRACTION IS THE DISTANCE BETWEEN TWO VALUES. THIS IS A TYPICAL SECOND GRADE SUBTRACTION PROBLEM. THIS IS PROBABLY THE STRUCTURE THAT KIDS SEE THE MOST. IT'S A TAKEAWAY SITUATION. MOST OF OUR KIDS LOOK AT THIS AND DON'T HAVE ANY TROUBLE WITH IT. THEY CAN RECOGNIZE THAT THIS IS A SUBTRACTION PROBLEM AND THEY CAN GO ABOUT SOLVING IT. HOWEVER, WHEN THEY ARE FACED WITH DIFFERENT STRUCTURES, LIKE THIS ONE ... SOMETIMES THEY STRUGGLE TO EVEN RECOGNIZE THAT THAT IS A SUBTRACTION PROBLEM OR THAT THEY COULD USE SUBTRACTION TO SOLVE THAT. THIS IS SIMPLY A DISTANCE PROBLEM AND IT'S VERY IN ALIGNMENT WITH WHAT YOU SEE THERE ON THE NUMBER LINE. NINE MILES DOWN THE ROAD, CRACKER BARREL IS 34 FROM MY HOUSE. ALL I HAVE TO DO IS FIGURE OUT THE DISTANCE BETWEEN 9 AND 34. GOING BACK TO WHAT NBC NEWS SAID, OF COURSE, IT'S SO EASY. WHY ARE WE DOING ALL THE STEPS? HERE'S HOW THEY DESCRIBED IT.  

>> TAKE 34 MINUS 9. MANY WOULD SAY THAT'S RELATIVELY SIMPLE. CARRY THE 1, 14 MINUS 9 IS 5, BRING DOWN THE 2, YOU GET 25.  

>>Jack Fahle: YOU GUYS GOT ALL THAT, RIGHT? THAT WAS QUICK AND EASY. OUR DIRECTIONS WERE CARRY THE 1 AND BRING DOWN THE 2. SO THINK ABOUT FIRST OR SECOND GRADERS AND WHAT THAT MIGHT MEAN TO THEM. I'M GOING TO CARRY A 1. I'M GOING TO BRING DOWN THE 2. THAT'S THE INTERPRETATION OR UNDERSTANDING THEY GET FROM THEIR INSTRUCTION, IT'S NO DOUBT THAT WHY WHEN THEY GET PROBLEMS THAT ARE A LITTLE BIT MORE SOPHISTICATED, WE SOMETIMES GET RESPONSES LIKE THIS FROM OUR STUDENTS. YOU CAN SEE WHAT THIS CHILD DID HERE. THEY CARRIED THE 1. IF IT'S A 1 AND I'M CARRYING IT, I CAN JUST CARRY IT RIGHT ACROSS TO THIS 0 AND PUT IT WHEREVER I NEED IT, RIGHT? IT'S JUST A 1. BUT COMPARE THAT TO IF THE CHILD REALLY UNDERSTOOD THAT IT WASN'T A 1, I'M CROSSING OUT 300 SO I'M LEAVING 200 IN THE 100'S PLACE AND I'M CARRYING NOT A 1, BUT IF I WAS CARRYING SOMETHING, I WOULD BE CARRYING 100, WHICH MEANS I'LL HAVE TO LEAVE SOME IN THE 10'S PLACE ALONG THE WAY AND LEAVE 90 THERE, IT WOULD MAKE A WHOLE LOT MORE SENSE RATHER THAN CARRYING THE 1. THIS CHILD, ANOTHER MISTAKE HERE THAT'S COMMON, AND YOU CAN SEE WHAT THIS CHILD DID. FOLLOWING WHAT WAS SAID, I'M GOING TO BRING DOWN THE 2. AGAIN, IF OUR KIDS DON'T UNDERSTAND THAT THE 2 IS REALLY 200 AND THEY ARE FOLLOWING JUST A PROCEDURE, THEY'LL STRUGGLE AND MAKE SOME ERRORS LIKE THAT. AND LASTLY, THIS IS AN UNFORTUNATE MISTAKE THAT I SEE FAR TOO OFTEN. STUDENTS IN FIRST OR SECOND GRADE BEING VERY CONFUSED AS TO WHY THEY ARE CAUGHT IN AN ENDLESS LOOP OF CROSSING NUMBERS OUT AND THEY CAN'T EVEN GET TO THE ANSWER OF 14 MINUS 9. SO, AGAIN, GOING BACK TO THE POINT, MATH IS A THINKING SUBJECT, NOT A MEMORIZATION SUBJECT. OUR INSTRUCTION AND OUR RESOURCES NEED TO MATCH THAT. WE TALKED A LOT ABOUT SUBTRACTION. IF WE LOOK AT OUR STANDARDS, SUBTRACTION STARTS IN KINDERGARTEN. AND I HIGHLIGHTED SOME THINGS IN RED JUST TO KIND OF POINT OUT WHERE WE'RE GOING AND HOW THE TRAJECTORY GOES. IN KINDERGARTEN, OUR STUDENTS USE OBJECTS AND DRAWINGS TO HELP THEM UNDERSTAND ADDITION AND SUBTRACTION WITHIN 10. BY FIRST GRADE, THEY ARE USING THOSE OBJECTS AND DRAWINGS AND BEGINNING TO WRITE EQUATIONS. THEN IN SECOND GRADE, THEY ARE ADDING AND SUBTRACTING WITHIN A HUNDRED, BUT NOTICE IN RED IT SAYS USING STRATEGIES BASED ON PLACE VALUE, PROPERTIES OF OPERATIONS, AND THE RELATIONSHIP BETWEEN ADDITION AND SUBTRACTION, WHICH IS WHAT WE SAW ON THE NUMBER LINE. IT'S STRAIGHT FROM OUR STANDARDS WHAT WE'RE DOING. IN THIRD GRADE, THEY BEGIN TO USE STRATEGIES AND ALGORITHMS. THIRD GRADE IS THE FIRST TIME THAT THAT WORD "ALGORITHM" IS MENTIONED. THE TRADITIONAL ALGORITHM THAT WE ALL PROBABLY LEARNED, WE PROBABLY LEARNED SOMEWHERE AROUND SECOND GRADE, BUT I VENTURE TO GUESS THAT MANY OF US MAYBE DIDN'T UNDERSTAND IT IN THE SAME WAY WE'RE TALKING HERE TODAY. WE MIGHT HAVE BEEN OKAY WITH IT. WE MIGHT HAVE MEMORIZED IT, PRACTICED IT AND ABLE TO DO IT BUT PERHAPS UNDERSTANDING WASN'T THERE. IN FOURTH GRADE, THAT'S WHERE OUR STUDENTS ARE SUPPOSED TO FLUENTLY ADD AND SUBTRACT MULTI-DIGIT AND WHOLE NUMBERS USING THE STANDARD ALGORITHM. IT'S IN FOURTH GRADE THAT OUR KIDS SHOULD BE EXPECTED TO DO SOME OF THOSE PROBLEMS WHERE YOU SAW THE ERRORS OCCURRING. WHAT DOES THIS MEAN FOR OUR GAP YEAR? WHAT DOES THIS MEAN FOR OUR RESOURCES?  OUR RESOURCES HAVE TO MATCH WHAT OUR STANDARDS ARE ASKING THE INSTRUCTION AND THE UNDERSTANDING OF OUR STUDENTS TO BE. WE CURRENTLY HAVE GOMATH AS ONE OF OUR RESOURCES THAT OUR TEACHERS AND STUDENTS USE. IN GOMATH THEY DO HAVE NUMBER LINES WITHIN THE SUBTRACTION UNIT BUT THEY ARE NOT USED TO SHOW THE CONNECTION BETWEEN ADDITION AND SUBTRACTION. THEY ARE SIMPLY USED TO COUNT BACKWARDS. MANY OF THE GO MATH SUBTRACTION PAGES CORRELATE A LITTLE BIT MORE WITH THE THIRD AND FOURTH GRADE STANDARDS THAN THEY ACTUALLY DO WITH THE SECOND GRADE STANDARDS, EVEN THOUGH THEY ARE FOUND IN THE SECOND GRADE MATERIALS. THEY ARE LEADING STUDENTS TOWARDS AN UNDERSTANDING OF THE STANDARD ALGORITHM A LITTLE BIT MORE QUICKLY THAN WHAT OUR STANDARDS ARE ASKING FOR. AND YOU'LL NOTICE THAT WE DON'T SEE PROBLEM SOLVING OR SCENARIOS ATTACHED TO THESE COMPONENTS. IN CONTRAST, IF WE WERE TO LOOK AT SOME STANDARDS BASED MATERIALS, YOU CAN SEE THAT WE HAVE A PROBLEM SCENARIO UP AT THE TOP. WE HAVE A NUMBER LINE VISUALIZING THAT IDEA OF DISTANCE BETWEEN TWO NUMBERS. ANOTHER EXAMPLE SHOWS HOW STUDENTS WILL BE ABLE TO BUILD AN UNDERSTANDING OF WHAT'S HAPPENING WITH THE NOT CARRYING A 1 BUT REGROUPING A 100. YOU SHOULD NOTICE SOME PICTURES THERE. THOSE ARE BASED 10 PIECES YOU MIGHT RECOGNIZE. WE REFER TO THOSE AS FLATS AND STRIPS AND SINGLES IN THE CLASSROOM, AND THE KIDS USE THOSE TO HELP THEM MAKE SENSE OF THE PLACE VALUE THAT'S HAPPENING IN THE OPERATIONS. LASTLY, YOU CAN SEE THIS PROBLEM HERE, WHERE IT'S ACTUALLY ASKING KIDS OUT OF THESE DIFFERENT METHODS, WHAT ARE THE DIFFERENT WAYS THAT WE CAN SOLVE. SO WE'RE LOOKING AT DIFFERENT SOLUTIONS, AND ALWAYS TRYING TO HELP KIDS PICK THE ONE THAT IS MOST EFFICIENT WHILE STILL BEING ACCURATE FOR THEM. SO, I JUST DID VERY QUICKLY A COMPARISON THERE OF SOME RESOURCES BETWEEN GO MATH AND STANDARDS BASED RESOURCES. SO I'M HOPING THAT A QUESTION YOU MIGHT HAVE, WHY DO WE HAVE GO MATH IN THE CLASSROOM? WHERE DID THIS COME FROM? AND WHY DO WE NOT HAVE RESOURCES THAT ARE ALIGNING A LITTLE BIT BETTER? GO MATH WAS ADOPTED IN 2009. AT THE TIME THAT GO MATH WAS ADOPTED, OUR CURRENT STANDARDS WAS THE NEXT GENERATION SUNSHINE STATE STANDARDS. IT WASN'T UNTIL 2011 THAT THE COMMON CORE STANDARDS CAME OUT AND THEN IN 2014, THAT'S WHERE THE SHIFT WENT TO THE MAFS. SO GO MATH WASN'T WRITTEN AND WASN'T INTENDED TO BE A RESOURCE TO TEACH OUR NEW STANDARDS. IT WAS INTENDED TO BE A RESOURCE TO MATCH UP WITH THE NEXT GENERATION SUNSHINE STATE STANDARDS. WHAT HAPPENED WITH OUR TEXTBOOK ADOPTION IS WITH ALL OF THE THINGS HAPPENING AT THE STATE WITH THE CHANGING OF ASSESSMENTS, CHANGING OF STANDARDS, OUR TEXTBOOK ADOPTION WAS PUSHED OFF TWO YEARS, AND IT TYPICALLY LASTS ONLY FIVE TO SIX YEARS BUT IT GOT PUSHED BACK. WHEN IT GOT PUSHED BACK, OUR DISTRICT DECIDED TO PURCHASE GO MATH FOR THOSE ADDITIONAL TWO YEARS HOPING THAT THEN AFTER THOSE TWO YEARS WE WOULD HAVE AN ADOPTION YEAR. WHAT HAPPENED WAS THE STATE THEN PUSHED IT BACK AN ADDITIONAL YEAR. AT THIS POINT, THAT ADDITIONAL YEAR IS THE 2018-19 SCHOOL YEAR, NEXT YEAR, WHICH CREATES A GAP YEAR IN WHICH WE CURRENTLY HAVE NO PURCHASED MATERIALS. SO WE HAVE SOME OPTIONS. AN OPTION COULD BE THAT WE JUST PURCHASE GO MATH FOR ONE MORE ADDITIONAL YEAR, KEEPING IN MIND THOSE ARE RESOURCES NOT WRITTEN FOR OUR STANDARDS. OR THE PROPOSAL WHICH IS TO UTILIZE ALTERNATIVE RESOURCES TO GO MATH. SOME OF THOSE COMPONENTS WOULD BE FOUND WITHIN OUR INSTRUCTIONAL GUIDES. WE WOULD UTILIZE OPEN SOURCE EDUCATIONAL MATERIALS, A BENEFIT OF A LOT OF OUR STATES USING THE SAME STANDARDS IS THE CREATION OF SOME GREAT OPEN SOURCE MATERIALS AND LOOKING FOR A SUPPLEMENTAL CONSUMABLE PRACTICE BOOK FOR OUR KIDS THAT WOULD BE BETTER COLDER TO OUR MATHEMATICS FLORIDA STATE STANDARDS. SO AS WE WERE THINKING ABOUT THESE COMPONENTS, WE, OF COURSE, WANTED TO KEEP IN MIND OUR TEACHERS' OPINIONS AND WHAT THEY USE IN THE CLASSROOM, WHAT THEY USE FOR PLANNING. EACH YEAR I SENT OUT A SURVEY TO OUR TEACHERS TO KIND OF FIGURE OUT HOW WE'RE DOING IN THE MATH DEPARTMENT? ARE WE PROVIDING THE RESOURCES THAT YOU NEED? ARE WE PROVIDE -- THIS LAST YEAR, I INCLUDED SOME QUESTIONS ABOUT THE GO MATH RESOURCES BECAUSE I WANTED TO GET A FEEL FOR TEACHERS' OPINIONS ABOUT THEM AND ABOUT OUR INSTRUCTIONAL GUIDE. SO YOU CAN SEE THE QUESTION UP AT THE TOP. I ASKED, HOW BENEFICIAL ARE THE DISTRICT DEVELOPED INSTRUCTIONAL GUIDES IN YOUR PLANNING PROCESS? AND YOU CAN SEE THERE THAT OVER 80% OF OUR TEACHERS RESPONDED THEY ARE EITHER VERY OR EXTREMELY BENEFICIAL. WHEN I ASKED THEM WHEN GO MATH DOES NOT HAVE RESOURCES ALIGNED TO YOUR STANDARDS, WHERE DO YOU TURN? AGAIN, OVER 80% OF THEM SAID THAT THE FIRST PLACE THEY GO IS OUR DISTRICT-CREATED INSTRUCTIONAL GUIDES. THE SECOND HIGHEST CHOICE WAS CPALMS, A WEBSITE DEVELOPED BY OUR STATE THAT HAS MANY GOOD RESOURCES, MANY OF WHICH WE INCORPORATE INTO OUR GUIDES. SO AS WE STARTED THINKING ABOUT HOW WE COULD USE OUR INSTRUCTIONAL GUIDES TO HELP TEACHERS WITH THIS GAP YEAR, WE CAME ACROSS THE FRAMEWORK FOR DEVELOPING AND IMPLEMENTING AND SUSTAINING A HIGH-QUALITY DISTRICT CURRICULUM. THIS WAS A DOCUMENT THAT WAS PUT OUT BY THE COUNCIL OF GREAT CITY SCHOOLS, AND WE USED THREE OF THESE KEY FEATURES OF A STRONG STANDARDS ALIGNED CURRICULUM TO KIND OF GUIDE US AS WE STARTED OUR WORK WITH OUR INSTRUCTIONAL GUIDES. AND YOU CAN SEE THERE THE FIRST COMPONENT IS TALKING ABOUT MAKING IT VERY CLEAR FOR OUR TEACHERS WHAT EXACTLY THE STUDENTS NEED TO BE ABLE TO DO. SOMETIMES WHEN YOU READ THROUGH THE STANDARDS, YOU CAN READ IT AND MANY OF THEM ARE EASILY UNDERSTANDABLE. SOME OF THEM YOU CAN READ AND YOU'RE NOT QUITE SURE EXACTLY WHAT THAT MEANS IN THE CLASSROOM. SO WE WANT TO MAKE SURE THAT OUR TEACHERS KNOW FOR SURE WHAT IT IS THESE STANDARDS ARE ASKING. THEN WE WANTED TO LINK TO MATERIALS THAT WOULD MATCH UP WITH THOSE STANDARDS AND LASTLY PROVIDE SOME WAYS THAT TEACHERS CAN MEASURE THEIR STUDENT SUCCESS. SO WITH THAT IN MIND, THESE ARE OUR PROPOSED INSTRUCTIONAL GUIDE UPDATES. WE ARE GOING TO REMOVE THE GO MATH RESOURCES AND REPLACE THOSE RESOURCES WITH STANDARDS BASED CREATED OR CURATED MATERIALS, MOSTLY CURATED. THE MATERIALS WILL COME FROM STANDARDS BASED OPEN SOURCE MATERIALS, SUCH AS ENGAGE NEW YORK, CPALMS, ILLUSTRATIVE MATHEMATICS, ET CETERA. A COUPLE OF THOSE UP THERE JUST LISTED ARE DEVELOPED AND MADE BY AUTHORS OF OUR STANDARDS. AND WE WANTED TO TAKE OUR INSTRUCTIONAL GUIDES AND SIGNIFICANTLY ENHANCE THEM TO PROVIDE PLANNING SUPPORT FOR OUR TEACHERS, INCLUDING A PLANNING PowerPoint THAT WILL HELP TEACHERS DIG INTO THE CONTENT AND UNDERSTAND THAT CONTENT A LITTLE BIT MORE AND PROVIDE THEM SPECIFIC LEARNING TARGETS SO THEY KNOW EXACTLY WHAT IT IS THAT THEIR KIDS SHOULD BE ABLE TO DO BY THE END OF THAT TWO OR THREE DAYS' WORTH OF INSTRUCTION. SO ADDITIONALLY, WE ASKED OUR TEACHERS, WE SAID, WELL, WHAT ADDITIONAL ASSESSMENT RESOURCES WOULD YOU LIKE TO SEE ADDED TO THE INSTRUCTIONAL GUIDES? THE NUMBER ONE THING THEY ASKED FOR ARE CHECKPOINTS FOR UNDERSTANDING WITH SUGGESTED FOLLOW-UP TASKS. THESE ARE COMPONENTS THAT TEACHERS USE THROUGHOUT THE COURSE OF A LESSON WHERE THEY KIND OF GET A CHECK FOR HOW THE STUDENTS ARE DOING SO THEY KNOW WHAT BEST WAY TO PROCEED WITH THE LESSON. YOU CAN SEE HERE, THIS IS JUST A SAMPLE OF OUR INSTRUCTIONAL GUIDE UPDATES. YOU'LL NOTICE IN BLUE AT THE TOP, YOU HAVE OUR STANDARDS LISTED. THOSE ARE HYPERLINKED SO THEY CAN CLICK ON THEM AND IT WILL TAKE THEM TO THE STATE DOCUMENT WITH THAT STANDARD. AND YOU CAN SEE THAT THE STANDARD IS BROKEN DOWN INTO MORE SPECIFIC LEARNING TARGETS FOR THE TEACHERS. UNDERNEATH IT, WE HAVE A LITTLE BIT OF AN EXPLANATION FOR THEM SO THEY CAN SEE WHAT SHOULD THE STUDENTS BE ABLE TO BE DOING IN THE CLASSROOM AND AS TEACHERS, HOW WILL WE HELP OUR KIDS GET THERE? THE BOTTOM PIECE IS EVIDENCE OF LEARNING. HOW CAN WE TELL ALONG THE CONTINUUM WHERE OUR KIDS ARE WITH THIS PARTICULAR CONCEPT. TEACHERS WILL SEE AN ITEM LIKE THIS, A PAGE LIKE THIS FOR EACH THREE TO FOUR DAYS' WORTH OF INSTRUCTION THAT COVERS A PARTICULAR CONCEPT OR SKILL. WE ALSO WANT TO MAKE SURE WE INCLUDE ACCOMMODATIONS FOR OUR ENGLISH AND SECOND LANGUAGE LEARNERS. OUR UNITS, WE ARE INCORPORATING THE ENGLISH LANGUAGE PROFICIENCY STANDARDS WITHIN THOSE UNITS. WE'VE ALSO FOUND SOME VERY GOOD RESOURCES FROM TODOS, WHICH IS THE TITLE OF THEIR WEBSITE IS MATHEMATICS FOR ALL. WITHIN OUR READY PRACTICE AND PROBLEM SOLVING COMPONENT, WHICH I'LL SPEAK TO IN JUST A MOMENT, THAT IS AVAILABLE IN SPANISH, AND OUR ENGAGED NEW YORK COMPONENTS ARE AVAILABLE IN FIVE DIFFERENT LANGUAGES AND COUNTING. THEY ARE CONTINUALLY PUTTING OUT OTHERS. ADDITIONALLY, OUR STUDENTS WITH DISABILITIES, WE WANT TO MAKE SURE WE INCLUDE THE STRATEGIES FOR OUR TEACHERS SO THEY KNOW HOW TO BEST MEET THE NEEDS OF STUDENTS WITH SOME LEARNING DISABILITIES IN THE CLASSROOM. SO THIS SOUNDS LIKE A LOT OF WORK, RIGHT? WE'RE GOING TO BE DOING A LOT OF CHANGES TO OUR GUIDE. WHO WILL DO THIS WORK? OUR ELEMENTARY MATH COORDINATOR AND ELEMENTARY MATH DRT EMILY DEVIZIO AND JOSEPH RATASKY HAVE BEEN WORKING ON THE PROJECT SINCE THE BEGINNING OF THE SCHOOL YEAR. WE HAVE A NUMBER OF ACADEMIC COACHES AND TEACHERS WHO WORK IN THE EVENINGS AND AFTER SCHOOL AND DURING SUMMER MONTHS TO ADD IN SOME ANCILLARY COMPONENTS. ALL OF THESE UNITS, WE'RE WORKING THIS YEAR AHEAD OF THE TEACHERS, AND WE'RE PUTTING THESE UNITS OUT THERE AND ALLOWING TEACHERS TO FIELD TEST THEM THIS YEAR. SO IF THEY WOULD LIKE TO USE THESE UNITS INSTEAD OF THEIR COMPONENTS THAT THEY HAVE AVAILABLE TO THEM THIS YEAR, WE'VE ENCOURAGED THEM TO PROVIDE US FEEDBACK. AND WE HAVE GOTTEN FEEDBACK FROM THEM ALREADY AND MADE SOME GREAT CHANGES BASED UPON THEIR FEEDBACK. WE ALSO ASKED TEACHERS, WHAT COMPONENT OF GO MATH DO YOU FIND MOST USEFUL? YOU CAN SEE THAT OVERWHELMINGLY OUR TEACHERS RESPONDED, "I USE GO MATH AND IT HELPS ME OUT WITH MY INDEPENDENT STUDENT PRACTICE." WE KNOW THAT TEACHERS UTILIZE THOSE CONSUMABLE BOOKS IN THE CLASSROOM WITH THE KIDS AND WE DIDN'T WANT TO LEAVE THEM WITHOUT A CONSUMABLE FORCED TO GO AND RUN OFF COPIES OF THE DIGITAL MATERIALS WITHIN THE GUIDES. AND SO WE LOOKED AT A NUMBER OF SUPPLEMENTAL CONSUMABLE BOOKS THAT WERE WRITTEN FOR THE NEW STANDARDS. ONE OF THEM IS THE READY PRACTICE AND PROBLEM SOLVING COMPONENT. WE WERE ABLE TO TALK WITH THE COMPANY, AND YOU CAN SEE THE PRICING THAT WE'RE ABLE TO GET THERE FOR A BOOK THAT IS TYPICALLY SOLD AT NINE DOLLARS. SO WE TOOK THIS BOOK WE HAD REVIEWED AND WE HAD IT REVIEWED BY AN ADOPTION COMMITTEE COMPRISED OF CTA TEACHERS, ADMINISTRATORS, COMMUNITY MEMBERS. AND 100% OF THE FOLKS WORKING ON THE TEAM CONCLUDED THAT THOSE MATERIALS, USED AS A RESOURCE, WOULD PROVIDE VALUABLE SUPPORT FOR OUR TEACHERS AND STUDENTS AS WE IMPLEMENTED THE NEW MATHEMATICS FLORIDA STANDARDS. ADDITIONALLY, I JUST WANTED TO SHARE WITH YOU, YOU MAY BE FAMILIAR WITH ED REPORTS AND ACHIEVE THE CORE. THEY RATE A LOT OF EDUCATIONAL MATERIALS, INCLUDING GO MATH AND THE READY PRACTICE AND PROBLEM SOLVING. THIS IS JUST A COMPARISON OF GO MATH TO THE READY PRACTICE AND PROBLEM SOLVING. IF YOU'RE FAMILIAR WITH ED REPORTS, THERE ARE THREE DIFFERENT THINGS THAT THEY RATE. IF A BOOK DOES NOT MEET THE MINIMUM RATING FOR ONE OF THOSE, THEN THEY JUST STOP THERE AND THEY DON'T GO ON TO THE NEXT ONE. SO THIS COMPARES READY, WHICH YOU SEE GOT PERFECT MARKS ACROSS THE BOARD AND GO MATH, WHICH DIDN'T DO TOO BAD ON THE FIRST SECTION. WHEN THEY GOT TO THE SECOND SECTION, YOU CAN SEE WHERE GO MATH FALTERED A LITTLE BIT IN THE RIGOR AND MATHEMATICAL PRACTICES THAT WE HAD TALKED ABOUT. AGAIN, YOU SEE READY DOING QUITE WELL. A PERFECT SCORE ACROSS THE BOARD. AND THE LAST COMPONENT, GO MATH WASN'T EVEN EVALUATED BECAUSE THEY DIDN'T MEET THE MINIMUM REQUIREMENTS FOR THE PREVIOUS ONE. AGAIN, READY DID VERY WELL. WE FEEL THAT IS A PRODUCT THAT CAN VERY MUCH HELP OUR TEACHERS AND STUDENTS NEXT YEAR DURING THE GAP YEAR. WHAT WE WILL DO WITH THE PRACTICE IN PROBLEM SOLVING IS WE WILL INCORPORATE THAT INTO OUR INSTRUCTIONAL GUIDES. AS TEACHERS LOOK AT THE GUIDES, THEY'LL KNOW EXACTLY WHAT PAGES IN THAT CONSUMABLE BOOK ALIGN TO THE LESSONS THEY ARE TEACHING AND BE ABLE TO INTEGRATE THAT IN WITH THEIR LESSONS. SO, JUST TO REITERATE, OUR GAP YEAR OPTIONS, PURCHASE GO MATH FOR ONE ADDITIONAL YEAR AT AN APPROXIMATE COST OF $1.1 MILLION OR TO UTILIZE ALTERNATIVE RESOURCES TO GO MATH, WHICH ARE WRITTEN TO OUR STANDARDS. WE'RE GOING TO HOUSE THOSE WITHIN OUR INSTRUCTIONAL GUIDES. WE'RE GOING TO USE A NUMBER OF OPEN-SOURCE EDUCATIONAL MATERIALS. WE'RE PROPOSING A PURCHASE OF A SUPPLEMENTAL CONSUMABLE PRACTICE BOOK FOR OUR STUDENTS FOR INDEPENDENT AND SMALL GROUP WORK AT AN APPROXIMATE COST OF $700,000 TO OUR DISTRICT, WHICH WOULD BE AN APPROXIMATE 400,000 SAVINGS TO OUR DISTRICT. OUR TIMELINE FOR DOING THIS, AS I MENTIONED BEFORE, WE ARE WORKING VERY HARD TO GET OUR INSTRUCTIONAL GUIDES WHERE THEY NEED TO BE FOR THE NEXT YEAR, FOR THE GAP YEAR. THAT'S HAPPENING NOW. FIELD TEST IS HAPPENING NOW. THE NEW UNITS ARE AVAILABLE TO TEACHERS THIS YEAR IF THEY CHOOSE TO USE THEM. AND WE ARE GOING TO BEGIN LATER THIS YEAR TRAINING OUR MATH COACHES AND MATH LEADS. THOSE ARE OUR LEAD TEACHERS AT EACH OF THE SCHOOLS ON THE NEW GAP YEAR RESOURCES. NEXT YEAR, THE 2018-19 SCHOOL YEAR, WE WILL HAVE TRAINING ON THE GAP YEAR RESOURCES DURING PREPLANNING FOR OUR TEACHERS. THE NICE THING IS THAT OUR TEACHERS ARE USED TO THE INSTRUCTIONAL GUIDES. THEY ARE USED TO GOING TO THOSE. THEY ARE USED TO THE WAY THAT THEY LOOK. SO THAT LOOK WILL STAY THE SAME SO THAT'S CONSISTENT AND THE RESOURCES ARE THE THINGS THAT ARE CHANGING WITHIN THOSE GUIDES. ALSO IN 2018-19, THAT IS WHEN WE WILL GO THROUGH OUR TYPICAL DISTRICT ADOPTION PROCESS FOR ELEMENTARY MATH AND WE WILL SELECT MATERIALS TO PURCHASE THEN FOR THE FOLLOWING YEAR AND HOPEFULLY THAT WILL GET US BACK INTO THE TRADITIONAL FIVE- TO SIX-YEAR ADOPTION PROCESS. 2019-2020 THEN WOULD BE THE YEAR THAT OUR TEACHERS AND STUDENTS WOULD SEE THE NEW ADOPTED MATERIALS. SO THAT CONCLUDES MY PORTION. IF YOU GUYS HAVE SOME QUESTIONS FOR ME.  

>>Cindy Stuart: THANK YOU. BOARD MEMBERS, IF THERE ARE ANY QUESTIONS, IF YOU CAN PRESS YOUR BUTTONS. MS. GRAY.  

>>Lynn Gray: THAT WAS AN EXCELLENT JOB, BY THE WAY, THE OUTCOME OF ALLOWING TEACHERS TO CHOOSE FROM A PLETHORA OF INSTRUCTIONAL MATERIALS IS PROBABLY THE BEST NEWS THEY COULD POSSIBLY HEAR. I HAD A CHANCE TO TALK WITH A FEW TEACHERS, NOT ABOUT THE GAP BUT ABOUT THE AMOUNT OF -- I THINK IT WAS -- DEBORAH, WASN'T IT THE EASY READER. WHAT WAS THE NAME OF THAT? I READY. THE COMPLICATION THERE WAS, OH, THIS IS ONLY ONE RESOURCE AND YET WE WOULD LIKE TO HAVE OTHERS TO USE. THEN I ALSO HAD SOME PRINCIPALS WEIGH IN. WHAT I WANTED TO SAY IS THIS AND JUST A COMMENT. NO QUESTIONS, ACTUALLY. I'VE HAD TIMES WHEN I TAUGHT WHERE THERE WAS THAT GAP BECAUSE OF THE ADOPTION. SOMETIMES WE WENT FOR ONE YEAR OR TWO YEARS AND WE REALLY HAD TO GO USE SOME OF THE CPALMS, BUT OTHER SUPPLEMENTAL MATERIALS. I REMEMBER GOING TO THE VENDOR OUT THERE ON THE ROAD AND GIVING OTHER TEXTBOOKS, AND THEY WERE FOR FREE, SO IT WAS A GREAT THING. BUT AT ANY RATE, I THINK THE IDEA THAT YOU'RE PROPOSING NOT ONLY SAVES US A LOT OF MONEY, BUT IT IS THE RIGHT THING. TEACHERS LOVE, THAT'S PART OF THEIR GAME. THEY LOVE TO FIND THEIR WAY OF TEACHING THEIR GROUP TO THE BEST OF THEIR ABILITY. THE IDEA, TOO, OF HAVING PERHAPS IN ADDITION TO ALL THE OTHER CHOICES, PROFESSIONAL DEVELOPMENT SO THEY CAN SHARE THEIR IDEAS WITHIN THEIR SCHOOL SETTING OR THEIR PARTICULAR DEPUTY SUPE AREA, IF YOU WILL IS A GREAT WAY FOR THEIR ARTICULATION TO BE SHARING MORE IDEAS. CPALMS IS HUGE, BUT PERHAPS IN A LITTLE BIT LESS OF A SPAN ALSO, A LOT HAS TO BE SAID ABOUT PAYING ATTENTION TO THOSE WITH SPECIAL DISABILITIES. THAT IS A HUGE AMOUNT OF NOT EVERYBODY IS PREPARED TO TEACH THOSE CHILDREN, SO THAT PROFESSIONAL DEVELOPMENT ELEMENT PROBABLY WOULD BE RELEVANT. ALL THIS IS TO SAY THAT I LOVE THE IDEA OF THE SUPPLEMENTAL TEACHER BOOKS, THE LINKS TO THE TEXTBOOKS. I LOVE THE IDEA OF ACCESS AND SHARING WITH THEM ACCESS TO CPALMS. I'M HOPING MOST OF THEM USE THAT. ALSO GIVING THE TEACHERS, EVEN NEW ONES EXPERIENCE WITH THEIR TOOLBOX. THEY HAVE LEARNED MORE WAYS TO PULL OUT, OH, I CAN USE THIS WITH THIS CLASS. THAT'S PART OF THE GAME THAT WE PLAY. IT'S A WONDERFUL WAY OF LEARNING. ALL I HAVE TO SAY IS EXCELLENT PRESENTATION. GREAT JOB. THANK YOU FOR YOUR EXPERTISE AND FOR SAVING US MONEY.  

>>Jack Fahle: THANK YOU.  

>>Cindy Stuart: MS. VALDES.  

>>Susan L. Valdes: THANK YOU VERY MUCH, MADAM CHAIR. I, TOO, CONCUR. THIS WAS A GREAT PRESENTATION. I LOVE THE TOPIC OF MATH. IT BRINGS ME TO WHEN I WAS A KID LEARNING THE SUBTRACTION. WE HAD A CHUCKLE, WELL, IT'S ALL PART OF INSTRUCTION BECAUSE YOU KNEW THAT WHEN YOU CARRIED A ONE OVER, THAT 0 AUTOMATICALLY TURNED INTO A 9 BECAUSE YOU'RE TAKING 1 AWAY. THE CONCEPT AND THE CRITICAL THINKING AS TO WHY IT OCCURRED REALLY HAPPENS IS THE CHARGE OF THE INSTRUCTOR TO BE ABLE TO SHARE THAT IN NOT A NEW WAY. IN THE OLD WAY. IT'S STILL MATH, MAYBE A DIFFERENT WAY OF LOOKING AT THINGS. IT MAY BE EASIER FOR ME TO ADD UP, ADD UP. EASIER TO SUBTRACT, I SUBTRACT IT. IT JUST HAPPENS AUTOMATICALLY. I DON'T EVEN THINK ABOUT IT. MY QUESTION, THOUGH, COMES INTO THIS. WHEN LOOKING AT, FIRST OF ALL, ON SLIDE 15, AND YOU DON'T HAVE TO GO THERE UNLESS YOU WANT TO. THE WORD PROBLEM, WHERE WE TALK ABOUT CRACKER BARREL, A LOT OF THE STUDENTS, YOU KNOW, ONCE YOU HAVE A WORD PROBLEM, NOW IT BECOMES GRAMMAR. IF HE WERE TO TAKE THE WORDS OUT AND PUT NUMBERS, KIDS CAN GENERALLY DO MATH. BUT THE MOMENT YOU PUT A WORD PROBLEM IN THERE, NOW WE HAVE THAT OTHER CONCERN OF GRAMMAR AND IF ONE IS AN ENGLISH LANGUAGE LEARNER, THAT IS A BIGGER BARRIER ON TOP OF THERE. I KNOW YOU ALL DON'T WORK IN ISOLATION BUT AGAIN IT ALL WORKS CONGRUENTLY FOR STUDENTS THAT HAVE EITHER ESE NEEDS OR LANGUAGE NEEDS. WHEN YOU TALKED ABOUT BY FOURTH GRADE, THE STANDARD IS THAT THEY SHOULD BE ABLE TO SUBTRACT 100s, WHEN I WAS IN THE FOURTH GRADE, I WAS DOING MULTIPLICATION TABLES AND WE DID HAVE TO MEMORIZE THEM, TO THIS DAY. I HAD A TEACHER WHO BEFORE WHEN RECESS WAS AROUND BACK THEN, DURING RECESS, SHE WOULD GIVE YOU ONE. IF YOU DIDN'T KNOW THE ANSWER TO IT, GUESS WHAT, YOU HAD HOMEWORK THAT NIGHT. ONE THROUGH 12, TEN TIMES EACH OF THOSE TWO DIGITS. BEFORE YOU WENT IN, YOU WERE ASKED ANOTHER ONE. IF YOU DID NOT GET THAT ONE RIGHT, GUESS WHAT, YOU HAVE MORE HOMEWORK ON THE FOUR TIMETABLE. YOU WOULD HAVE FOUR SETS. IT WAS IMPORTANT TO MEMORIZE THEM, RIGHT? WHILE UNDERSTANDING THE CONCEPT. I'M REALLY CONCERNED ABOUT WHEN THE EXPECTATIONS ARE. TRY THINKING ABOUT TEACHING PRIME FACTORIZATION. YOU HAVE TO HAVE ZONE YOUR MULTIPLICATION TABLES IN ORDER TO DO PRIME FACTORIZATION. IF NOT, YOU'LL BE THERE FOREVER TRYING TO FIGURE IT OUT. HOW WOULD THE TEACHERS GO ABOUT TEACHING PRIME FACTORIZATION? MULTIPLICATION TABLES WITHOUT MEMORIZATION AND EXPECT THE CHILDREN TO BE PROFICIENT ENOUGH TO BE ABLE TO PASS A TEST OF THIS NATURE WITH NOT KNOWING, WELL, WE'RE GOING TO GIVE YOU THE TWO TIMETABLES OR FIVE TIMETABLES. YOU DON'T KNOW WHAT YOU'RE GOING TO THE -- YOU DON'T KNOW WHAT YOU'RE GOING TO GET. I'M A LITTLE BIT CONCERNED AND SOMEWHAT PERPLEXED OF IS IT TRULY A STANDARD? ARE WE REALLY RAISING THE BAR OR ARE WE REALLY SAYING SUBTRACTION, THAT IS THE STANDARD IN FOURTH GRADE YET WE ARE EXPECTING OUR CHILDREN WHEN THEY GET TO HIGH SCHOOL TO BE ABLE TO DO CALCULUS, TRIGONOMETRY AND THE HIGHER MATZ? I'M LOOKING AT THIS AND I'M WONDERING, ARE THE STANDARDS DUMMIED DOWN TO SOME DEGREE? I WOULD LIKE FOR ALL OF OUR CHILDREN TO BE ABLE TO TAKE CALCULUS AND TRIGONOMETRY AND LET THE STANDARD BE ALL CHILDREN BY THE TIME THEY REACH HIGH SCHOOL, THEY WILL BE IN ADVANCE SCIENCES AND ADVANCE MATH. THIS, MAYBE IT WAS FOR THE PRESENTATION TO MAKE IT SIMPLER. I DON'T KNOW.  

>> I DID FOR OUR PRESENTATION JUST CONCENTRATE ON ONE OPERATION AND FOLLOW IT THROUGH SO YOU GUYS COULD SEE THE TRANSITION ACROSS GRADE LEVELS FOR SUBTRACTION. BUT YOU BROUGHT UP A NUMBER OF GOOD POINTS AND A NUMBER OF GOOD QUESTIONS THAT I HAVE HEARD MANY TIMES FROM PARENTS AS WELL. AND MULTIPLICATION, THE WAY THAT YOU DESCRIBED IT WAS PERFECT. WE DO EXPECT OUR STUDENTS TO KNOW THEIR MULTIPLICATION TABLES BY HEART WITH AUTOMOTICITY. YOU BROUGHT BACK A BAD MEMORY. I REMEMBER MY MOM GETTING A CALL ON THE PHONE FROM MY TEACHER IN THE FOURTH GRADE THAT I DID NOT KNOW MY TIME TABLES YET. LET ME TELL YOU, THAT WAS FIXED IN TWO WEEKS. IT IS IMPORTANT THAT OUR STUDENTS KNOW THE TIMES TABLES WITH AUTOMITICITY. THE ADDED COMPONENT IS THEY UNDERSTAND WHAT IT IS THEY ARE MEMORIZING. NOT JUST 3 TIMES 4 EQUALS 12, BUT I DON'T KNOW WHAT THAT IS, I ALSO KNOW AS A THIRD GRADER THAT MEANS THREE GROUPS OF 4 GIVE ME 12 OF SOMETHING, WHATEVER IT IS WE'RE TALKING ABOUT. IT'S BOTH OF THOSE THINGS TOGETHER. BOTH OF THE LAND IN THIRD GRADE. END OF THIRD GRADE, THE EXPECTATION IS THAT OUR STUDENTS WILL KNOW THEIR MULTIPLICATION FACTS BY HEART WITH OUGHT MOW TISTY. -- AUTOMITICITY. END OF SIXTH GRADE, ADDITION AND SUBTRACTION. THOSE ARE IN THE STANDARDS. THAT SHIFTED A LITTLE BIT IN OUR OLD STANDARDS. IT WASN'T UNTIL THE END OF FOURTH GRADE. THE EXPECTATION HAS ACTUALLY BEEN BUMPED UP AND IT'S ALWAYS -- THE PIECE, THOUGH, IT'S ALWAYS THAT AUTOMITICITY OR THAT PROCEDURAL FLUENCY WITH THE UNDERSTANDING. IT'S THOSE COMPONENTS TOGETHER THAT MAKE IT A STRONG PROGRAM AND STRONG STANDARDS.  

>>Susan L. Valdes: I ALSO NOTICED THAT MORE AND MORE TEACHERS ARE GOING TO YouTube. AND THE LESSON PLANS SO STUDENTS CAN GO BACK AND REVIEW THEM. I'M LIKING THE WAY THAT TEACHERS ARE USING TECHNOLOGY AND ACTUALLY SEEING IT BEING UTILIZED AT HOME. IT'S PRETTY EXCITING. THANK YOU. GREAT PRESENTATION.  

>>Cindy Stuart: THANK YOU, MS. VALDES. MS. HARRIS.  

>>Sally Harris: I, TOO, AGREE IT WAS A GREAT PRESENTATION. I FEEL LIKE THE SUPPLEMENTAL TEACHER BOOKS THAT YOU'VE PUT TOGETHER IS WONDERFUL. I'VE TALKED TO SOME MATH TEACHERS WHO ARE LOOKING FORWARD TO SEEING WHAT COMES THEIR WAY. I GUESS THEY WEREN'T IN THE PILOT PART OF USING THEM, AND I REALLY APPRECIATE THE FACT THAT YOU TOOK TEACHER INPUT AND MADE CHANGES. THAT'S THE ONE THING THAT I HEAR ALL THE TIME IS WHEN I MAKE A SUGGESTION, I DON'T KNOW WHERE IT GOES. THE FACT YOU TOOK IN THEIR SUGGESTIONS AND MADE THOSE CHANGES SAYS THAT YOU'RE LISTENING AND THAT'S REALLY IMPORTANT. I JUST WANT TO LET YOU KNOW, THOUGH, IN THE COMMUNITY, WHAT WE HEAR A LOT FROM THE CHAMBERS, FROM EMPLOYERS IS THAT THE CHILDREN ARE MISSING A LITTLE BIT OF THE SIMPLE MATH, BEING ABLE TO MAKE CHANGE. YOU LET THE MACHINE, THE ELECTRIC GO DOWN AT PUBLIX OR McDONALD'S, AND YOU'RE NOT GOING TO GET YOUR CHANGE BACK OR YOU'LL HAVE TO TELL THEM WHAT YOUR CHANGE IS SUPPOSED TO BE. I DON'T WANT US TO LOSE THE SIMPLE MATH CONCEPT WHERE WE HAVE STUDENTS GRADUATING AND NOT BE ABLE TO DO SIMPLE MATH. ALONG THE LINES OF DOING MAYBE THE SUPPLEMENTAL TEACHER BOOKS, EVERY ONCE IN A WHILE THROW IN SOME OF THE SIMPLE MATH EXAMPLES, PROBLEMS, WHERE WE CAN HAVE OUR STUDENTS GRADUATE AND BE ABLE TO GET THOSE JOBS WHERE THEY CAN SEE SUCCESS. I WILL TELL YOU, IF YOU GO OUT IN THE COMMUNITY, GO TO A CHAMBER MEETING, THAT'S WHAT YOU'RE GOING TO HEAR IS THAT THE KIDS ARE GRADUATING. THEY CAN DO CALCULUS, BUT THEY CAN'T MAKE CHANGE. I THINK THAT'S REAL IMPORTANT WE CAN'T LOSE A SIMPLE FOCUS OF BEING ABLE TO BE PRODUCTIVE EMPLOYEES FOR OUR STUDENTS. SO THANK YOU, GOOD JOB.  

>>Cindy Stuart: THANK YOU, MS. HARRIS. MS. GRAY, IF YOU DON'T MIND, I'LL GO TO MS. SHAMBURGER FIRST SINCE SHE HASN'T SPOKEN YET.  

>>Tamara Shamburger: THANK YOU SO MUCH. ACTUALLY, MEMBER HARRIS KIND OF TOOK MY COMMENTS. THANK YOU SO MUCH. I CERTAINLY ECHO THAT. THANK YOU FOR THE PRESENTATION. VERY DETAILED. I REALLY APPRECIATE THE INFORMATION. I THINK WHAT REALLY STRUCK ME MOST WAS THE SLIDE THAT SAYS "MATH IS A THINKING SUBJECT AND NOT A MEMORIZATION SUBJECT." THAT IS VERY, VERY TRUE BECAUSE I THINK OF IT AS A MEMORIZATION SUBJECT. THE NEW MATH CERTAINLY PERPLEXED ME. I JUST DIDN'T GET IT. THANK YOU FOR THE EXPLANATION. AND AS TO THE GAP YEAR RESOURCES, THANK YOU FOR GIVING YOUR PROPOSAL AND GETTING THE FEEDBACK FROM THE TEACHERS. I THINK THAT'S VERY IMPORTANT. AND IT ALL LOOKS GOOD TO ME. SO THANK YOU SO MUCH.  

>>Jack Fahle: THANK YOU.  

>>Cindy Stuart: THANK YOU. MS. SHAMBURGER. MS. GRAY.  

>>Lynn Gray: I WANT TO REMARK ON SOME OF THE REMARKS OF THE BOARD MEMBERS, BECAUSE THIS IS REALLY A GREAT DISCUSSION. I THINK THE MENTAL CONNECTIVITY, MEMBER HARRIS, IS SO IMPORTANT. WE'RE ALL REMINDED THAT THE GRAMMAR CHECK, THE KIDS LEARN GRAMMAR CHECK VERSUS ACTUALLY LEARNING THE PROCESSES OF DOING GOOD GRAMMAR. THEY'LL GO RIGHT TO THE COMPUTER OR SPELL CHECK VERSUS KNOWING THE GOOD OLD-FASHIONED WAY OF PHONETICALLY. THE GOOD OLD-FASHIONED WAY THAT WE WERE TAUGHT AND LIKEWISE, MEMBER HARRIS SAYING ABOUT BEING ABLE TO SUBTRACT AND ADD MENTALLY IS CRITICAL. AND THE CASHIERS, THEY DON'T HAVE THAT AUTOMATIC, THEY CANNOT DO THAT. THAT MENTAL CONNECTIVITY, THAT'S A HIGHER LEVEL LEARNING. WE TOOK HANDWRITING AWAY. HANDWRITING IS A VERY, VERY IMPORTANT COGNITIVE WAY OF LEARNING BECAUSE IT DICTATES FROM THE BRAIN TO THE HAND HOW TO FORM LETTERS. THIS MAY SOUND VERY SILLY TO THOSE OF YOU NOT EDUCATORS, BUT IT'S HUGE. IT'S A LANGUAGE IN ITSELF. MATH IS ANOTHER LANGUAGE, BY THE WAY. BUT WHAT I WANTED TO SAY ALSO IS MEMBER VALDES, YOU MADE A VERY GOOD POINT. I'M NOT SO SURE THAT WE WERE REALLY READY FOR COMMON CORE. I ALWAYS THOUGHT IT WOULD TAKE THREE YEARS -- I'M SORRY SHE'S GONE -- IT WOULD TAKE AT LEAST THREE YEARS FOR US TO BE HAVING THE READINESS IN TERMS OF LANGUAGE BARRIERS, IN TERMS OF ALL THE TYPE OF RESOURCES TO SUPPORT A HIGHER LEVEL OF THINKING AND HANDLING MATH AND, FOR THAT MATTER, LANGUAGE ARTS. WERE WE EVER REALLY READY FOR COMMON CORE IN FLORIDA? IT IS A HIGHER HOPEFULLY LEVEL. I HOPE IT IS THE CORRECT THING. WE ALL HOPE THAT. THE GAME IS HERE. THE GAME IS TO PASS THE TEST. WE HAVE TO ALIGN WHAT WE'RE GIVING THE TEACHERS TO THE STANDARDS, TO THE BEST OF OUR ABILITY. THAT WE SHALL DO. GOD HELP US, HOPEFULLY THIS IS THE HIGHER LEARNING THAT WILL BRING THESE KIDS SUCCESS. BUT THAT WAS TO THAT POINT. ALSO, I BELIEVE THIS IS LASTLY, THIS IS IT. THE TEACHER INPUT YOU ALL ARE LISTENING TO THE TEACHERS AND I THINK AS AN EDUCATOR, I JUST REALLY APPRECIATE THAT. I THINK THAT IS THE RIGHT ETHICAL MORAL COMPASS AND COGNITIVE COMPASS TO FOLLOW. I HAVE NOTHING MORE TO SAY OTHER THAN AGAIN YOU DID A THOROUGH JOB AND I THINK YOU'RE FULFILLING THE NEEDS OF OUR CHILDREN AND OUR TEACHING STAFF AND WILL BE HAPPY IF WE MAKE A DECISION, WHICH HOPEFULLY WE WILL.  

>>Cindy Stuart: THANK YOU, MS. GRAY. SUPERINTENDENT.  

>>Jeffrey Eakins: MS. GRAY KIND OF TOUCHED ON IT, JACK, AND MAYBE THIS IS A GOOD TIME TO MAKE A LITTLE MORE IN-DEPTH EXPLANATION. BECAUSE I KNOW THE DELIVERY OF THE ASSESSMENT FOR ELEMENTARY SCHOOL STUDENTS IN MATH. THIRD GRADE, FOURTH GRADE, FIFTH GRADE, WHEN THEY TAKE THE ASSESSMENT, WHAT IS THE PLATFORM? JUST SO WE ALL UNDERSTAND. WILL THESE MATERIALS STILL SUPPORT MAKING THE TRANSITION FOR STUDENTS LEARNING IN CLASS OVER TO THE ASSESSMENT PORTION OF THAT?  

>>Jack Fahle: SO, CURRENTLY, THIS YEAR, THE FORMAT WILL BE ONLINE. THEY WILL BE TAKING IT ON COMPUTERS IN GRADES THREE, FOUR AND FIVE. AS YOU GUYS PROBABLY ARE AWARE, THERE IS A PROPOSAL TO SHIFT BACK TO PAPER/PENCIL FOR MATHEMATICS IN THE FUTURE. BUT WE HAVE NOT RECEIVED WORD FROM THE STATE FOR SURE ON THAT FOR THE FOLLOWING YEAR. IT'S GOOD IN BOTH REGARDS FOR OUR KIDS TO BE ABLE TO GO BACK AND FORTH BETWEEN THOSE MEDIUMS. WHETHER THEY ARE USING THE COMPUTER TO ASSESS OR WHETHER THEY ARE USING THE COMPUTER TO LEARN, THAT'S SOMETHING THAT'S WITH THEM NOW THAT WE ARE PREPARING STUDENTS FOR OUR FUTURE. WE KNOW THAT OUR COMPUTERS AND MEDIA DEVICES ARE PART OF THAT. SO AS KIDS ARE WORKING WITH THE MATHEMATICS, WE WANT THEM TO BE BOTH WORKING WITH THE TRADITIONAL PAPER PENCIL THAT WE'VE ALL WORKED WITH IN THE PAST AND ALSO BE ABLE TO TRANSFER THOSE SKILLS WHEN LOOKING AT A COMPUTER, ANALYZING A SITUATION, WHETHER IT BE A TEST PROBLEM OR ANOTHER SITUATION AND BE ABLE TO PUT THOSE CLASSROOM SKILLS THAT THEY ARE LEARNING IN MATHEMATICS AND APPLY IT TO HOWEVER THAT PROBLEM IS POSSESSED. -- HOWEVER THAT PROBLEM IS POSED.  

>>Jeffrey Eakins: DO YOU THINK THE PROPOSAL YOU'RE THINKING ABOUT FOR THE GAP YEAR WITH THE MATERIALS WILL ALLOW US TO STILL HAVE OUR STUDENTS MAKE THAT TRANSITION FROM PAPER/PENCIL TO TECHNOLOGY?  

>>Jack Fahle: YES. SORRY I DIDN'T GO INTO THAT A LITTLE BIT MORE. SO THERE ARE COMPONENTS WITHIN OUR INSTRUCTIONAL GUIDES. I DON'T KNOW IF YOU NOTICED AT THE BOTTOM, BUT THERE WERE TECHNOLOGY COMPONENTS THERE. SO FOR EVERY ONE OF THE LESSON PLANS THAT TEACHERS PUT TOGETHER, THEY HAVE OPTIONS FOR WHAT WE MIGHT CONSIDER TRADITIONAL PAPER/PENCIL MANIPULATIVES IN THE CLASSROOM BASED AND ALSO COMPONENTS ON THE COMPUTER. SO THEY'LL PREPARE THE STUDENTS FOR WHETHER OR NOT THAT TEST IS A COMPUTER-BASED TEST OR WHETHER WE SHIFT BACK AND IT'S MORE OF A PAPER-BASED TEST, LIKE WE'VE HAD IN THE PAST. THOSE MATERIALS ARE -- WE UTILIZE LEARN ZILLIAN, THE KAHN ACADEMY PIECES THAT I KNOW A LOT OF TEACHERS ARE STARTING TO USE AND KIDS ARE STARTING TO SIGN UP AND USE, WHICH ARE GREAT. THE PRACTICE AND PROBLEM SOLVING BOOKS ARE ACTUALLY CORRELATED TO THE iREADY COMPONENTS THAT WE WILL -- THAT ARE PROPOSED FOR PURCHASE AS WELL. SO THAT WOULD PARTNER WITH THOSE COMPONENTS VERY NICELY AND GIVE TEACHERS, HONESTLY, A SUITE OF MATERIALS THAT I DON'T THINK THEY'VE SEEN IN THE PAST.  

>>Jeffrey Eakins: I JUST WANTED TO MAKE SURE THAT WE KEEP IN MIND ONE THING ABOUT THE INSTRUCTIONAL PROCESS AND THE LEARNING PROCESS, ANOTHER PART TO TRANSFER THAT TO THE PERFORMANCE SIDE OF IT FOR STUDENTS. SOMETIMES THEY CAN BE LEARNING. THEY CAN BE SHOWING THEIR PERFORMANCE, BUT IF THEY ARE DELIVERED AN ASSESSMENT IN A MEDIUM THAT THEY HAVE NOT BEEN FAMILIAR WITH, THEN THE PERFORMANCE COULD BE ALTERED AND PERHAPS THEY REALLY HAVE LEARNED ALL THE CONCEPTS BUT UNABLE TO APPLY IT TO THE PLATFORM. I JUST WANT TO MAKE SURE THAT TEACHERS FEEL VERY COMFORTABLE WITH THE RESOURCES THEY ARE UTILIZING IN THEIR CLASSROOM AND ENSURE THAT STUDENTS, WHEN THEY WALK INTO THE ASSESSMENT, ULTIMATELY THEY WILL HAVE TO PER FORM THAT THEY'VE HAD PLENTY OF OPPORTUNITIES TO PER FORM WITH THAT TYPE OF MEDIUM AND THEY FEEL CONFIDENT WALKING IN THAT THEY WILL UNDERSTAND THE SCREENS. THEY'LL UNDERSTAND THE TYPES OF THINGS THEY ARE BEING ASKED TO DO.  

>>Jack Fahle: THAT'S SOMETHING WE'VE BEEN WORKING ON EVEN OVER THE LAST COUPLE OF YEARS WITH THE RESOURCES THAT WE HAVE AND THE GUIDES AND THE COMPONENTS THAT THE STATE GIVES US TO HELP KIDS BECOME COMFORTABLE WITH THAT. AS I STATED, I THINK THE MATERIALS FOR OUR GAP YEAR WILL PROVIDE EVEN MORE OPPORTUNITIES FOR THAT.  

>>Cindy Stuart: THANK YOU. I JUST HAVE A FEW QUESTIONS. NUMBER ONE, I KNOW THAT WE'RE USING KAHN ACADEMY A LOT WITH S.A.T. PREP WITH OUR HIGH SCHOOL STUDENTS. HOW FAR DOWN DOES CON ACADEMY REACH? CAN WE REACH DOWN THIS FAR TO AT LEAST MIDDLE SCHOOL GRADES AND START?  

>> IT GOES DOWN INTO ELEMENTARY.  

>>Cindy Stuart: SO IS THAT PART OF THE PROPOSAL OR PART OF THE TOOLS AND RESOURCES THAT A TEACHER CAN USE? BECAUSE I DON'T SEE IT MENTIONED.  

>> YES, IT IS.  

>>Cindy Stuart: AND THEN I JUST HAVE A QUESTION. I'M LOOKING AT THE ED REPORTS AND ACHIEVE THE CORE AND I'M SEEING WHERE GO MATH FALLS, AND THEN I SEE SLIDE 49 WHERE IT SAYS PURCHASE ANOTHER YEAR OF GO MATH. WHY WOULD WE DO THAT? IF WE'RE GOING TO MOVE TO THE OTHER, WHY WOULD WE SPEND A MILLION DOLLARS IF GO MATH IS NOT GOING O DO WHAT WE NEED IT TO DO?  

>> THOSE WERE THE OPTIONS ON THE TABLE, THE CHOICES BUT THAT'S NOT WHAT WE'RE GOING TO DO. SORRY, I SHOULD HAVE MADE THAT CLEARER.  

>>Cindy Stuart: SORRY I MISSED THAT. ELIMINATION. CALLED A SUBTRACTION PROBLEM. MY OTHER QUESTION AND IT'S KIND OF A RHETORICAL QUESTION. I KNOW ALL THE AREA SUPERINTENDENTS ARE REPRESENTED HERE BUT I KNOW ONE OF THE ISSUES THAT WE'VE BEEN TALKING ABOUT A LOT IS THE STANDARDS AND WALKING INTO A CLASSROOM AND HAVING THE STANDARDS BE VISIBLE AND WHAT THOSE STANDARDS ARE AND WHAT IS NECESSARY, AND THEN WHAT IS COMING FROM YOUR DIVISION THAT MOVES WITH THOSE STANDARDS TO ACTUALLY GET A STUDENT TO WHERE THEY NEED TO BE TO AT THE END OF THE DAY, WE KNOW THEY ARE TAKING A TEST AND THEY HAVE TO PASS THAT TEST. WHAT DOES THIS LOOK LIKE IMPLEMENTATION-WISE FOR TEACHERS AND HOW IS IT GOING TO LOOK DIFFERENT FOR THESE PEOPLE IN THE ROOM WHO ARE NOT GOING TO HAVE A BOOK TO GO TO. THEY WILL BE USING SOMETHING A LITTLE BIT DIFFERENT. THIS IS A GREAT PRESENTATION. WE MET BEFORE DEBBIE WAS APPOINTED TO THE POSITION WHILE ELIZABETH WAS STILL HERE AND WE WERE TALKING ABOUT THIS. I KNOW THIS WAS A LONG TIME COMING. WE APPRECIATE YOUR FLEXIBILITY IN BRINGING THIS FORWARD FINALLY. I'M CURIOUS ABOUT IMPLEMENTATION. VERY CURIOUS.  

>> ONE OF THE THINGS THAT BOTH OF OUR DIVISIONS ARE WORKING ON NOW, THIS IS PRETTY APPROPRIATE TO CALL IT A GAP IN MATHEMATICS. WE ALSO HAVE A GAP IN KNOWLEDGE OF WHAT THE RESOURCES ARE OUT THERE. ACTUALLY, BOTH OF OUR DIVISIONS HAVE BEEN WORKING TOGETHER WITH PD TO TALK ABOUT WHAT IS CURRENTLY AVAILABLE, AND THE GAP WE SEE FOR THE RESOURCES WE PROVIDE TEACHERS AND HOW THAT TRANSLATES TO THE CLASSROOM. ONE OF OUR FIRST MEETINGS IS OCTOBER 17th. WE'LL BE LOOKING AT THE ELA PIECES WORKING WITH OUR AREA SUPES AND LIAISONS TO SHOW THEM THE MATERIALS AND PIECES WE HAVE WITH INSTRUCTIONAL PLANNING TOOLS, HOW THAT ALIGNS WITH ASSESSMENTS. SOME OF THE THINGS WE'RE WORKING ON AND WHERE WE ARE WITH TEXTBOOK ADOPTION, VERY SIMILAR TO TODAY. HERE'S CURRENTLY WHAT'S OUT THERE. HERE'S HOW IT'S ALIGNED TO THE STANDARDS. HERE'S HOW IT'S ORIENTED. HERE'S HOW IT WILL BE ASKED OF THE STUDENTS FOR THESE PIECES AND THEN LOOKING AT THAT PIECE, WHEN WE DO LEARNING WALKS, WE KNOW THEN HERE ARE THE DIFFERENT RESOURCES AND THINGS OUT THERE, SO HOW -- REMEMBER, IT'S A RESOURCE. ULTIMATELY, IT'S OUR TEACHERS THAT ARE MAKING THAT DIFFERENCE. THAT'S WHY THAT TEACHER INPUT IS SO INCREDIBLY IMPORTANT BECAUSE THEY ARE THE ONES DEVELOPING ULTIMATELY THE INDIVIDUAL LESSONS THAT MEET THE NEEDS OF THEIR KIDS. WE HAVE TO BE ABLE TO HELP THEM WITH THAT PLANNING PROCESS AND WHAT THAT LOOKS LIKE, AND THAT'S WHERE OUR AREA SUPES AND PD LIAISONS HELP. WE'RE DOING A GAP ANALYSIS OF ALL OF IT WITH OUR MATERIALS AND HOW CAN WE SUPPORT OUR AREAS AND WHAT DOES THIS LOOK LIKE IN A CLASSROOM?  

>>Cindy Stuart: THANK YOU, MS. GRAY.  

>>Lynn Gray: REAL BRIEF. I NEVER THOUGHT WE WOULD GET TO THE PLACE WHERE WE HAVE A NEW VOCABULARY, GAP ANALYSIS, INTERESTING WHERE WE'RE HEADING. JACK, YOU MENTIONED THE BACK AND FORTH TO VARIOUS MEDIUMS FOR PREPARING OUR KIDS FOR LIFE. THAT IS SO CRITICAL. AND I LOVE THAT, BACK AND FORTH, SO WE DO THE OLD-FASHIONED HOW WE LEARN KINDA SORTA, AND THEN WE DO WHAT IS REALLY NECESSARY FOR THEM TO HAVE THE REAL WORLD SKILLS WITH TECHNOLOGY, AND THAT CONTINUUM AND YOU CAN SEE RIGHT NOW THERE IS ARGUMENT WITH USING MORE WRITING AGAIN WITH MORE -- THE WAYS THAT YOU AND I, WE ALL GREW UP WITH. THERE WAS NOTHING WRONG WITH THAT, LOOK AT THE PRODUCTS THAT WE HAVE TO SHARE -- SHOW OFF. THE DIAGNOSTIC TOOLS WILL BE CRITICAL. WE CAN'T PLAY, PLAY ALL THE TIME. MAKE SURE OUR TEACHERS ARE KEEPING TRACK OF THE DATA TO MAKE SURE THEY ARE MOVING CLOSER AND CLOSER TO SUCCEEDING ON THE STANDARDS. JUST SAYING THAT JUST TO HIGHLIGHT WHAT OUR SUPERINTENDENT SAID. THE DIAGNOSTICS ARE STILL CRITICAL BECAUSE AGAIN THIS IS THE GAME THAT WE'RE IN, PASSING THE STANDARDS. SO THANK YOU.  

>>Cindy Stuart: I JUST HAVE ONE FOLLOW-UP QUESTION. ON THE TIMELINE, WHAT IS YOUR END DATE FOR FIELD TESTING AND GETTING INFORMATION BACK FROM TEACHERS WHO ARE USING? AND THEN WHAT IS YOUR LEAD-IN FOR THE '18-19 SCHOOL YEAR? I'M THINKING DISTRICT MATH, TYPICAL ADOPTION PROCESS HAS TO BE STARTED PRETTY SOON. I KNOW HOW LONG IT TAKES AND JUST WONDERING WHEN YOU'RE GOING TO -- WE'RE IN THE MIDDLE OF '17-18, SO WHEN ARE YOU GOING TO CLOSE YOUR FIELD TESTING IN ORDER TO MAKE A DECISION ABOUT HOW YOU'LL MOVE INTO '18-19 FOR DISTRICT ADOPTION.  

>> SO THE FIELD TESTING, THE TEAM THAT'S PUTTING THE INSTRUCTIONAL GUIDES TOGETHER, MAKING THOSE ADJUSTMENTS, THEY ARE WORKING AHEAD OF THE TEACHERS RIGHT NOW, SO IN OTHER WORDS AT THE BEGINNING OF THE SCHOOL YEAR, THE FIRST NINE WEEKS WAS AVAILABLE TO THEM. BY THE TIME THE SECOND NINE WEEKS STARTS, THAT WILL BE AVAILABLE. WE'RE KIND OF WORKING AHEAD OF THE PACING OF OUR TEACHERS. BY AROUND MARCH, WE'LL HAVE THE ENTIRE YEAR DONE AND WE'LL GET THAT FEEDBACK FROM THEM AND WE'LL BE THE MAKE THOSE ADJUSTMENTS THEN PRIOR TO THE SUMMER WHEN WE'LL HAVE TRAINING AND THINGS LIKE THAT FOR THE TEACHERS FOR THE GAP YEAR. NOW, IN TERMS OF THE ADOPTION PROCESS, COREEN, DID YOU WANT TO SPEAK TO THAT AT ALL?  

>> RIGHT NOW WE'RE DOING SCIENCE THIS SCHOOL YEAR. NEXT YEAR IS MATH AND IN GENERAL WE SCHEDULE TO START WORKING ON THOSE IN THE FALL. AUGUST, SEPTEMBER. AND THAT PROCESS TAKES A YEAR. THAT'S REVIEWING ALL OF THE MATERIALS AND THEN WE WOULD COME TO YOU IN THE SPRING OF 2019 TO BRING YOU THE ADOPTION SELECTIONS.  

>>Cindy Stuart: THIS IS GOING TO BE A RHETORICAL QUESTION, TOO. HOW CLOSELY DO YOU REALLY THINK THAT WHAT WE'RE GOING TO IMPLEMENT IN '18-19 AS A GAP YEAR IS GOING TO MATCH A TEXTBOOK ADOPTION?  

>> I'M NOT SURE IF I UNDERSTAND.  

>>Cindy Stuart: IN OTHER WORDS, WE'RE IMPLEMENTING THINGS THAT WE SEE AS THE GAP AND WE'RE IMPLEMENTING MORE OR LESS OUR OWN AND YET WE'RE GOING TO BE RELYING ON A TEXTBOOK COMPANY TO COME FORWARD WITH AN ADOPTION, HOPEFULLY, THAT COMES -- HOW CLOSE ARE YOU HOPING TO GET TO WHAT YOU THINK MIGHT BE PRESENTED?  

>> THAT PIECE IS GOING TO BE -- THAT'S A GOOD QUESTION. WE'RE NOT GOING TO KNOW UNTIL THAT ADOPTION PIECE COMES, WHICH IS WHY THE SENSE OF URGENCY IN OUR DEPARTMENT IS TO MAKE SURE WE HAVE THE MATERIALS FOR TEACHERS THAT ARE ALIGNED TO THE STANDARDS AND THAT MEET THE RIGOR AND QUALITY TO WHICH OUR STUDENTS DESERVE. WITH THIS PIECE, THAT'S WHY WE'RE NOT PURCHASING AGAIN THE GO MATH PIECE. WHEN WE LOOKED AT THAT, WE WERE ABLE TO FIND THAT CONSUMABLE AND BECAUSE OF THE EXPERTS IN OUR DIVISION, WE WERE ABLE TO SEE THAT. IT WILL BE A UNIQUE COMPARISON, OKAY, DURING THE '18-19 YEAR TO MAKE SURE OUR SUPPORT TOOLS AND EVERYTHING ARE AT THAT RIGOROUS STANDARD USING MULTIPLE THINGS THAT TEACHERS CAN USE. WE'LL JUST HAVE TO SEE WHICH TEXTBOOKS AND WHEN THAT COMES INTO PLAY. THE REALLY, REALLY GOOD THING IS WE JUST REVISED OUR TEXTBOOK ADOPTION PIECE TO THAT WITH CTA AND OTHER MEMBERS AND ADDED THE EQUITY PIECE IN THERE, WHICH IS WHY WE HAD THE GAP IN SOCIAL STUDIES. WE'D MUCH RATHER HAVE A GAP AND MAKE SURE THAT OUR MATERIALS ARE ALIGNED AND HIGH, HIGH QUALITY RATHER THAN PURCHASING SOMETHING WE'VE EITHER HAD OR THAT IS OUT OF THAT. THAT'S THE LOOP WE FIND OURSELVES IN RIGHT NOW, AS YOU KNOW, UNTIL TEXTBOOK ADOPTION, BUT WE'VE HAD TO MAKE SOME PRETTY STRAIGHTFORWARD MOVES TO MAKE SURE WE HAVE THE RIGHT MATERIALS AND RIGHT THINGS IN FRONT OF OUR TEACHERS. IT'S A GREAT QUESTION.  

>>Cindy Stuart: MY CONCERN IS THE GAP THAT MAY BE BETWEEN A TEXTBOOK THAT COMES OUT FOR ADOPTION AND WHAT WE'VE BEEN TEACHING, AND NOW YOU'VE GOT A DIFFERENT GAP TO FILL. SO THAT'S MY CONCERN. IN SITTING THROUGH A TEXTBOOK ADOPTION AND GOING THROUGH THE STANDARDS AND LOOKING AT DIFFERENT TEXTBOOKS, THERE'S ALWAYS GAPS. AND I KNOW THAT IT'S ALWAYS A MATTER OF WHICH TEXTBOOK MEETS THE MAJORITY OF THE STANDARDS THAT WE HAVE TO TEACH AND WHICH DO WE BACKFILL WITH SOME OTHER RESOURCES, ESPECIALLY IN CERTAIN GRADES. MY CONCERN IS THAT BECAUSE WE'RE NOT MAKING AN ADOPTION AND WE'RE KIND OF CREATING OUR OWN STRAIGHT FROM THE STANDARDS, KNOWING EXACTLY WHAT WE HAVE TO TEACH, I'M CONCERNED ABOUT THE ADOPTION. AGAIN, I'M NOT EXPECTING AN ANSWER BECAUSE YOU CAN'T PREDICT WHAT WILL COME OUT IN YOUR ADOPTION YEAR FOR '18-19, WHAT WILL BE PRESENTED, BUT I'M WONDERING HOW CLOSE WE THINK WE'RE GOING TO GET. AND IF THE POTENTIAL IS FOR US TO POTENTIALLY HAVE A SECOND YEAR AND HOLD OFF ANOTHER ADOPTION, IF YOU DON'T FIND A TEXTBOOK THAT MATCHES, THEN WHY SPEND THE MONEY, MORE THAN A MILLION DOLLARS FOR BOOKS THAT ARE NOT GOING TO KEEP, ESPECIALLY IF WE HAVE GOOD RESULTS. THE RESULTS ARE GOING TO BE IMPORTANT, TOO. AND THE TEACHER FEEDBACK. AGAIN, IT'S A RHETORICAL QUESTION. I KNOW YOU CAN'T PREDICT WHAT TEXTBOOK COMPANIES ARE GOING TO COME OUT WITH. HAVING SAT THROUGH A SOCIAL STUDIES FULL ADOPTION AND SEEN WHAT THEY COME OUT WITH AND TRY TO PRESENT AND PASS OFF AS MEETING THE STANDARDS, GOD HELP THE PEOPLE ON THAT ADOPTION COMMITTEE.  

>> I KNOW THAT WITH OUR SCHOOLS GOING THROUGH UTILIZING SOME OF THE MATERIALS THIS YEAR, WE'LL BE THE SEE THE -- WE'LL BE ABLE TO SEE THE RESULTS THIS YEAR FROM THOSE PARTICULAR SCHOOLS THAT PUT SOME OF THESE RESOURCES IN PLAY. WE'LL BE ABLE TO SEE RESULTS COMING OUT AT THE END OF THIS SUMMER, CORRECT? WITH SOME OF THE SCHOOLS IMPLEMENTING SOME OF THE RESOURCES THIS YEAR?  

>>Cindy Stuart: YEAH. YOU SHOULD BE ABLE TO DO A COMPARISON.  

>>Jeffrey Eakins: AND THEN WE'LL HAVE A FULL YEAR BY WHICH ONCE AGAIN WE'LL BE GOING THROUGH THE ADOPTION PROCESS. SO ANY LEADING INDICATORS WE CAN GET OUT OF OUR SCHOOLS THIS YEAR WILL HELP US TO BETTER MAKE ANY ADJUSTMENTS, LIKE YOU SAID, TO MATERIALS NEXT YEAR. SO WHEN WE HAVE OUR VENDORS THAT COME TO US WITH TEXTBOOKS, WE'LL BE ABLE TO SAY HERE'S HOW WE DELIVERED ON OUR RESULTS WITH THE MATERIALS WE HAVE. SO WE'RE LOOKING FOR SOMETHING PRETTY WELL ALIGNED TO WHAT WE'VE ALREADY SEEN AS HOW WE BEST ALIGN RESOURCES TO MEET THE NEEDS OF OUR KIDS TO ACHIEVE ON THE STANDARDS. I THINK THAT'S THE NICE PART OF WHAT WE HAVE GOING HERE. WE'VE GOT SOME LEADING DATA WE CAN START TO WORK WITH ANYBODY THAT COMES FORTH WITH AN ADOPTION PRODUCT.  

>> TO ADD TO THAT, WHEN JACK ATTENDS HIS CONFERENCES WITH HIS SUPERVISORS THROUGHOUT THE STATE, OTHER DISTRICTS ARE DOING VERY SIMILAR TO WHAT WE ARE PLANNING TO DO, AND SO THEY ARE CONNECTING AND TALKING ABOUT THE TOOLS THAT THEY ARE CREATING. THE OTHER THING IS -- AND THIS IS JUST AN ASSUMPTION -- BUT IF I WAS A TEXTBOOK COMPANY AND I HAD A COUPLE OF EXTRA YEARS, I'D BE WORKING REALLY HARD TO MEET THE NEEDS OF THE DISTRICTS.  

>>Cindy Stuart: CAN YOU REPEAT THAT, PLEASE? MAYBE THEY ARE LISTENING.  

>> IT JUST MAKES SENSE.  

>>Cindy Stuart: I'M NOT EVEN GOING TO SAY IT. THANK YOU. BOARD MEMBERS, ARE THERE ANY OTHER QUESTIONS? THANK YOU VERY MUCH FOR A REALLY GREAT PRESENTATION. WE LOOK FORWARD TO SEEING THE RESULTS AND SEEING THE IMPLEMENTATION PROCESS. IF THERE'S NOTHING ELSE, WE'RE ADJOURNED. [ SOUNDING GAVEL ]