[Van der Kloot]: Hey, se tout moun isit la? Wi. Wi. Ok. Fèmen. Padon, mwen te gen yon ti kras difikilte teknik. Se konsa, kite m 'jis jwenn sa a leve. Oke, mèsi tout moun pou rantre nan nou. Mwen sou telefòn selilè mwen kounye a gen yon ti kras nan yon pwoblèm, men nou pral kòmanse nan isit la. Jodi a, yo rele reyinyon sou -komite kourikoulòm lan nan lòd. Rezon ki fè reyinyon sa a se revize kourikoulòm matematik K a 12 nan lekòl piblik Medford yo. Dapre Gouvènè Baker a, 12 Mas 2020 lòd, sispann sèten dispozisyon nan lwa a reyinyon louvri, ak Gouvènè a nan 15 mas lòd enpoze limit strik sou kantite moun ki ka ranmase nan yon sèl kote, reyinyon sa a nan komite lekòl la Medford yo pral fèt atravè patisipasyon aleka nan pi gwo limit posib. Enfòmasyon espesifik ak konsèy jeneral la pou patisipasyon aleka pa manm nan piblik la ak oswa pati ki gen dwa a ak yon kondisyon pou yo ale nan reyinyon sa a ka jwenn nan sit wèb Vil Medford www.medfordmass.org. Pou reyinyon sa a manm nan piblik la ki vle koute oswa gade reyinyon an ka fè sa pa gen aksè nan lyen ki reyinyon ki genyen nan dokiman sa a. Pa gen okenn prezans nan-moun nan reyinyon ak piblik la ap pèmèt, men yo pral tout efò yo dwe fè asire ke piblik la ka byen jwenn aksè nan pwosedi yo nan tan reyèl atravè vle di teknolojik. Nan evènman an ke nou yo kapab fè sa, malgre pi bon efò, nou pral afiche sou lavil la nan Medford Kominote Media sit entènèt, yon odyo oswa transkripsyon anrejistreman videyo oswa lòt dosye konplè nan pwosedi pi vit ke posib apre reyinyon an. apre reyinyon an. Se konsa, Medford a, si ou bezwen rele nan, nimewo a se 312-626-6799. Ak ID nan reyinyon Zoom se 965-1022-5227. Oke, mèsi. Èske nou ka tanpri kanpe pou angajman an nan fidelite? Mwen pwomèt fidelite nan drapo Etazini nan Amerik yo ak libète ak jistis pou tout moun. Mèsi. Padon, mwen jis yon ti kras konfonn paske mwen te gen kèk pwoblèm, se konsa eskize m '. Èske nou ka kòmanse? Ak sipèentandan, si ou ta ka pran li ale.
[Edouard-Vincent]: Bon apremidi, tout moun. Mèsi pou rantre nan nou pou Reyinyon soukomite Kourikoulòm jodi a. Jodi a nou pral pran yon gade fèmen nan enstriksyon matematik. Direktè nou an nan Matematik, Ms. Faiza Khan, ki pral pran nou nan yon pil glise, ki pral reyèlman pale sou Ou konnen, ban nou yon BECA rapid nan matematik, orè yo ki te rive, kote nou ye, ki sa yo se estanda yo espesifik ki gen yo dwe satisfè nan nivo eta a, ak Lè sa a, li pral plonje nan ansèyman matematik. ak pwogramasyon ki itilize nan nivo lekòl primè, lekòl mwayen, ak nivo lekòl segondè. Ak nan fen prezantasyon an, li pral pataje kèk objektif ak pwochen etap pou depatman an matematik ak sa li se yo ke yo ap espere fè pou kontinye travay la ke yo te fè. Se konsa, mwen pral pase l 'sou Ms. Khan kounye a. Epi ou ta dwe gen pataje ekran. Ou ta dwe gen kapasite nan pataje ou yo ki nan lis kòm yon lame CO. Mèsi.
[Khan]: Mèsi. Mèsi, Dr. Vincent. Ak mèsi a tout moun ki isit la jodi a. Èske ou ka tande m '? Wi. Oke, pafè. Se konsa, mwen pral kòmanse pataje ekran mwen an. Ann wè. Oke, mwen pa twò sèten ki kote li ye isit la. Mwen rale l. Kite m 'wè. Oke. Se konsa, mwen gen li rale moute nan Safari, men li pa, li nan fè m 'ale nan preferans yo sistèm ak etajè. Se yon lòt moun- mwen ka pataje li.
[Edouard-Vincent]: Mwen pral mande Dr Cushing jis fè m 'yon lame. Ban m 'yon dezyèm e mwen ka pataje li. Mèsi.
[Khan]: Great, thank you. Thank you, Dr. Vincent. So here we are. Welcome. I'm happy to be doing this presentation because I feel like it was long overdue. So as Dr. Vincent said, I will be talking about how math looks like right now in Medford Public Schools. What have we done over the last two years? and how Massachusetts curriculum frameworks have led to a district curriculum, and then the syllabi that we are working off of. So we can move on to the next slide. Thank you. This is another just title slide. Thank you. So as I mentioned, the outline is that we'll talk about Common Core, the curriculum frameworks for Massachusetts, the district curriculum that we have adopted and that we have, and then the district program that we have adopted. The Medford Public Schools Mathematics Department curriculum and instruction, I'll be discussing that over the last two years because I assumed this role late August 2018. We'll be talking about elementary grades and we will also be talking about secondary grades, middle and high school. And then we will close off after talking about equity in mathematics and our future goals and what I have in mind for the next steps for the department. So I'm going to take a step back and It's really important that we look at this visual and really try to understand, you know, where our mathematics district program that we have adopted as a district is coming from. Any program that has been adopted by the mathematics department has been in line with whatever the district approved mathematics curriculum has been at that time. And the district approved mathematics curriculum has always come from Massachusetts, mathematics frameworks, which has been based on Common Core. And it's really important that we distinguish between Massachusetts mathematics frameworks, mathematics curriculum, which is approved by the district, and the district-adopted mathematics program, because I feel that more often than we should, we cross-reference them, and also that we somehow get mixed up between the three different pieces. As you can tell, I'll go to the next slide. Thank you. It's important to understand what is it all based on. So what is Massachusetts Curriculum Frameworks? Massachusetts Curriculum Frameworks for Mathematics has two different kinds of standards, content standards and practice standards. Content standards, they vary with grade. I will not be teaching the same content in grade one as I'll be teaching in grade two. But will I be teaching the same practice standards from different, you know, from grade one to grade three? Yes, I will. They will take a slightly different shape when I look at them in the classroom, but they are the same eight. that have been set from 2011 to 2017, there have been very minor verbal changes, but they have stayed as eight. Whereas content standards have changed, they have varied, they have been, they have modified verbally and in content as well. Massachusetts Curriculum Frameworks for Mathematics, as our previous visual explained, is the superset of district mathematics curriculum. So basically we are deriving our district math curriculum based on Massachusetts frameworks. And one thing to keep in mind is that Massachusetts curriculum frameworks for mathematics is based on common core standards. They were put together by a consortium of states several years ago. Massachusetts as a state has added a few at different grade levels, its own standards, and we'll see it in a slide that's about to come. Massachusetts curriculum frameworks. Actually, I'll still stay on the same slide. Thank you on the previous one. Thank you. They are approved by DESE here in Massachusetts, and it's important that they are approved by DESE. That's the only way we get them. The programs that the district approve and district's own curriculum does not need DESE approval, but it's important that public schools stay in line with DESE's Massachusetts curriculum frameworks. And again, I can't emphasize on this enough that the Massachusetts frameworks are not tied to any particular mathematics programs. DESE provides guidance in choosing programs, but they do not endorse any program either. Thank you. So here's the timeline. Before 1993, states were kind of teaching whatever they wanted. So for example, Massachusetts would get together with another state that they will feel are more in line with their learning priorities and teaching priorities and will you know, form a set of standards and go from there. But with the Education Reform Act of 1993, everybody started thinking about what have we been teaching and are all different states teaching different standards. So when they got together and they discussed it and they kind of had a common baseline that was called the mathematics state curriculum frameworks, it came around in about 1995 1996. Revisions happened in November 2000. More revisions happened in May 2004, but it only happened for grades three, five, and seven. Yet again, another set of revisions, March 2011. And then the final set, the final frameworks that we are dealing with right now is the one that's based on December 2017. And we got it in 2018. So here are the 2010 and basically with minor changes 2017 practice standards. So these are the 2017 one and 2010 were slightly different, but basically they emphasized on the same pieces. All students shall be able to make sense of problems and they need to persevere in solving them. Second one is reason abstractly and quantitatively. Explain reasoning, model through applications, use appropriate tools strategically. That would be tools that students use with hands and any other kind of tools. that we introduce to students. They should attend to precision. They shall be able to look for and make use of structure and they should be looking for repetitions in patterns and calculations. These again, And I'll show you where they're all located. You can look at them at different grade levels, how they look like. But those are the guiding principles when we go into the classrooms or when teachers are teaching to see our students persevering and how are they being encouraged to persevere. One important thing to note about Massachusetts Curriculum Frameworks 2017 is that shifts from 2010 happened at a bigger level at the higher grades of 6 through 11. 12 seemed like it was pre-calculus, so it was not modified much. And the example is that the new grade 8 standards are now more rigorous and incorporate some standards that traditionally have been taught in Algebra I. And because I was teaching mathematics at that time from 2010 to 2018, I have witnessed these shifts my very self. So, and I can talk more about these later, but we can go to the next slide. So the Massachusetts Curriculum Frameworks 2017, there are a few highlights about it. It's a much well-rounded curriculum. And there's a lot of emphasis on literacy now. So basically, we now are giving students a lot more word problems than they have seen in the past. And that actually, ties in with procedural fluency as well. And I'll talk about it later. There's a big emphasis on coherence, focus, and rigor. So basically, the curriculum should be coherent with each other from grade one to grade two to grade three. So we are talking about progression in grades here. It should be focused. In grade one, I should be focusing on such and such. In grade two, I shall be focusing on certain things and then so on and so forth. So, for example, in grade one I shall be talking about integers, in grade two I shall be talking about, you know, divisions of certain numbers, for example, and in grade four instead of just modeling, students shall be able to do fractions by hand. So this is where it is. I have given a link right here. It is right from the Massachusetts curriculum framework. Again, it's a very well-rounded curriculum as claimed by DESE. And yes, in teaching also, it sure is as compared to the 2010 curriculum. Here, again, when we go back to the same slide, it's important that the conceptual understanding, one more slide up, please. Thank you, right here. Conceptual understanding, procedural fluency, and application, they stay together. So in this triangle, you will see the purple one is saying make sense of mathematical concepts. And then procedural fluency is there. And then the third one is application. And the three of them together, basically, the foundation of all of it is rigor. So there's a lot more emphasis on rigor then there was in the 2000 frameworks and it was quoted by the mathematicians that it was a mile wide and only an inch deep. But this one is that the depth of the mathematical concepts increase as you go up in grade levels. And we are not totally discrediting the procedural fluency. It needs to be there too. But it needs to come after conceptual understanding. And the third piece will be now we are able to apply it. So it starts from understanding, goes to procedural fluency, and then it should be application. But the way the visual says it is that all three of them are equally important, and they need to form the mathematical rigor at each grade level. Thank you. So this is the chart where I mentioned that Massachusetts has put in some of their own standards, as you can see in counting and cardinality and operations and algebraic thinking. Massachusetts has some standards in pre-k, it also has it in measurement and data and geometry. Also at fifth grade level, Massachusetts has introduced a couple of standards in the number system. And you can see clearly over here what is being taught at what grade level and how it progresses. As you can see, geometry is extremely important, which it wasn't in the 2001 and in the 2000 curriculum. And we recognized that it's really important. It's a very logical concept and it's not just gonna happen if we start teaching students at the high school. So a little bit of it is spread out through all the grades. These are our high school course offerings and pretty much the 17 courses that are offered at the high school level are here. I can come back to this if needed, but here they are. They are also on the mathematics department website. Thank you. So these are the initiatives. This is what we have been doing since 2018 up until now. We have conducted several math learning walks. They are on pause for this particular school year due to COVID. We saw where we need improvements where we can support our teachers. And I can't wait for these to start back up again because they gave us some very good data. The middle school program review and adoption was completed and elementary school program review and adoption has been paused. We had a committee formed of teachers and we had barely started, you know, just looking at different programs when COVID hit in March. That's when the presentations from the vendors had started. We had formed a rubric as to what will be our criteria. It was in line with DESE, and we have been in talks with DESE to kind of get an idea of when the next curriculum frameworks will be coming in. They don't know yet. So we looked at different rubrics that were used in the towns. And with the teacher input, we basically went with one rubric. That work had started in October of 2019 and it took us good five or six months to get to a rubric, but we were in good place because a lot of that rubric development also needed a little bit of professional development because we want to have an elementary school program that is in line with the middle school program. It is a problem-based, inquiry-based program. And then we were going to go ahead and pilot it. So again, it is paused for this year, but we know where we are at and will hopefully resume it under better conditions. Evaluations of curriculum and instruction, they are ongoing. The inventory of current resources. That's ongoing as well. Transition to inquiry-based, hands-on instructional resources. We are always on the lookout. We are always open-minded. We always encourage people to give us thoughts, give us ideas, because, you know, as I see it, as we see it, It's not just on to the teachers. It's not just up to me. We need parent input. So if any parent or any teacher comes across a tool, a program, we are more than happy to look into it and make them partners in our teaching and learning. Elementary school summer math calendars were given out in June of 2019. And in June of 2020, we had a good success rate with the collection of the summer calendars. Last year in 2020, we did not have that much luck this year, but they were there in case anybody was interested. So for elementary grades, under programming, we have the envisions program that was adopted in 2014. As the core program, we still have it. And what we also got was envisions 2020 as a supplemental resource at no cost. Of course, when you get a program at no cost, there are pros and cons to it. But we decided to say yes to that offer because it is a more robust and clearly has a few advantages over 2014. Additional considerations is that we renewed hand visions this year for a cost of $50,000 plus paper materials. anticipated budget request for 2020-2022 will be approximately the same. So I would say budget request for 2021 and 2022 will approximately be the same. My apologies for that mistake. Program Review Committee October 2019 goals and status. I believe I mentioned it. The goal is that we need to stay with the procedural fluency, but before that comes the conceptual understanding and after that comes the application. We want to make sure the new program is in line with that and that it's coherent time to time we hear from our teachers that you know it's just not tying in it's just not connecting and that's why teachers at all different grade levels from different schools. are on that committee of about 20 teachers and administrators are as well so that they can give us the feedback. Our final goal is to make a recommendation to the school committee for adoption of the new program and we are hoping to do it for June 2022. So for the middle school grades, we adopted a new program. The name is illustrative mathematics and it was in June 2019. Before that, the status of the middle schools was that we were using at least three to different middle schools. And one thing was very important for me personally as well was that we are on one platform because we have a goal of having one Medford. And then when we looked at different programs, we saw that illustrative mathematics clearly has major advantages over other programs, which seem to be more procedural. This one was very inquiry-based, and that's how it was from the beginning. It wasn't cut out to pass a certain criteria. The authors wrote illustrative math. They put examples and questions and activities in illustrative math, and then it passed the criteria. So it's like, basically, are you teaching to the test kind of scenario that I was seeing with different programs. There is definitely lots of emphasis on problem-solving, inquiry-based, hands-on activities, and that's for our standard 6th, 7th, and 8th grade classrooms. About 85% of our students fall in that category. The big ideas is for the accelerated program. Additional consideration at the middle school level is that professional development was done in illustrative math two full days in June 2019 before the teachers were going to start using it in end of August beginning of September in 2019 and then we followed up with two hours in the same school year 2019 and 2020 to launch the program. We spent about $25 per student per year on the paper book. The program itself is free and it's all available online for families, for students, and for teachers. It has lesson plans and condensed lesson plans and many resources for the teachers. Um, one thing to keep in mind is that when I say online, uh, people assume, uh, we assume that a lot of it is, uh, that students are doing all the work, um, online. Um, that's not the case. Students still need paper and pencil. They still need to show their work by hand. And teachers use nowadays in during COVID conditions, they are using different technology tools to make that happen. program itself is not just you are constantly working on the computer. Now we can take it as a pro or we can take it as a con but that's where we are with illustrative math. So approximate paper cost per teacher per set is $125. It's a one-time investment. We bought it for all of our special education teachers and all of our English language teachers as well. Approximate PD cost was about $15,000 for the program adoption and coaching. That included my coaching as well. and the coaching of our EL teachers so that they can modify the program as need be for their needs. And then now we can go to the high school. So for the high school grades, the program that we are using that comes as a set of Algebra 1 Geometry and Algebra 2, when we adopt a program for the courses at the high school, we usually look for the sequence that the program offers the sequence of Algebra 1 Geometry and Algebra 2. We have Houghton, Mifflin, Harcourt. And the reason why we do it is because these three courses, of all the others, are the foundations. And we want to make sure they're coherent and they're focused, so we don't go with Pearson in one and Houghton, Mifflin in another one. That was adopted in 2016 and we paid for the program. It's all paid for. The remaining courses use Pearson, McGraw-Hill, HMH, Addison-Wesley, BFW, Prentice Hall, Desi's own binder, and Skylight Publications. for different programs. Additional considerations is that we have invested in new statistics books. These ones come with an online interactive book. So we have the paper book and we have the online version. And it was bought right in time because our students are using it very nicely and teachers are getting used to it in October 2020 we bought it. with $6,000. The HMH program renewal is due in June 2022. We have yet to get a quote on it, but this program that we have in, that we got in 2016, basically we will keep their paper books, but the online piece of it, of the Houghton, Mifflin, Harcourt, the Algebra I Geometry and Algebra II, we will have, we'll no longer have access to it after June of 2022. So we need to think about where we want to go and if we want to renew, you know, what will be the dollar cost associated with it. So the program review committee for that one needs to be formed and the plan is to form it in June 2022 because that's when the elementary school program committee will be ending its work and hopefully will be adopting a program. And I feel that it'll be a good time to start working on this. It usually does not take this long, but because of COVID, the elementary school program review committee we had to put it on pause. So hopefully this will be done by June of 2023 and we will either have a new program or we'll stick to the program that we have. So equity in mathematics. We are fully compliant with the Office of Civil Rights regulations. We do a yearly program curriculum bias sign-off sheet for racial, religious, and gender equity. We do an annual discussion on how to deal with unconscious bias in program and practice through targeted teacher feedback sessions. and in math department meetings. We are committed to an assumptions-free all-inclusive teaching and learning models. We promote co-teaching as much as possible and the professional development and modeling is done by better lessons at the middle school level and at the high school level because it was specially requested from them. In fact, the teacher that we had for our illustrative math program was a special education teacher who gave much feedback on how to include our special population. Our future goals and next steps. We would like to continue the learning walks K through 12 starting in September 2021. We would like to develop a department mission statement because I believe it's important that we have a mission and we keep it in mind. Continued work on developing and updating the core syllabi. As we are adopting new books and as we have 2017 frameworks. The district curriculum was updated in line with the DESE Massachusetts frameworks, but we are working on syllabi of a few courses. We had some technical difficulty that some of them were only in PDF. Now we are working towards them. We are almost done. Continue to research best mathematical practices across the state to incorporate in our classrooms. One thing about the mathematics department, at least at the secondary level, because they only teach mathematics is their continuously researching best mathematical practices. Many teachers at the elementary schools are also constantly engaged in it, and they're very interested in what's happening in the mathematical world, and that's definitely good news for us. We are closely monitoring the new trends in mathematics. Teachers are eager to learn, continue to promote inquiry-based teaching and learning That's the way we see that learning is happening best. Those days are long gone when there was a traditional setup and now until students touch and feel the actual, you know, bits and pieces. And they don't play around with stuff or they don't discuss with each other. They are not where we would like them to be. We would like them to become competitive, more competitive in the world. And I believe that group discussion and inquiry-based teaching is the way to go and group-based learning. We will continue to research and incorporate data driven strategies to minimize learning loss due to COVID-19. I myself am constantly trying to research and look for things that I can give to the teachers. I again, hate to be the bearer of the bad news, but I was reading Education Week just very lately. And it mentioned that the loss in mathematics overall throughout the country is gonna be twice as much as the loss in literacy. So I just wanted to raise the red flag. And I mean, this is where we are right now. We'll continue to strive. But I just wanted to bring it to everybody's attention. And my last slide is saying thank you for your time. And please let me know if you have any questions.
[Van der Kloot]: Pfizer, mèsi anpil. Sa ki te yon rapò trè konplè ak anpil enfòmasyon bati nan. Ou te fini reyèlman sou pwen kle a ke mwen panse ke nou tout konsène sou se sa ki pral enpak la nan ane sa a. Epi sitou, tankou mwen kapab, si mwen panse osijè de wityèm ane, kou a wityèm ane, nou te pale sou anpil, anpil fwa ki jan entans ki se. Se konsa, kounye a timoun sa yo te ale nan nan nevyèm ane, ak mwen mande ki sa pwofesè yo ap di ou ak sa w ap wè twò lwen.
[Khan]: Se konsa, pwofesè yo ap konbat nan fason sa a. Mwen vle di, yo an chaj. Yo gen anpil resous nan men yo. Yo ap travay trè difisil. Men, reyalite a nan pwoblèm nan se ke gen yon bès. Elèv yo se pa kote yo sipoze soti nan tou sa estanda, men yo pa la. Yo vle asire ke elèv yo angaje epi yo pare pou pwochen nivo klas la. Gen anpil pwofesè, aktyèlman tout pwofesè yo konsène ke yo pral gen fè yon anpil nan pwan moute epi yo konsène ki jan anpil anba a ansèyman nivo klas yo pral gen fè. Men, yo gen konfyans yo ke yo pral mete nan pi bon efò yo. Yo vle ale yon mil siplemantè pou elèv yo ak mwen vle ede yo. Mwen kontan ede yo. Men, reyalite a nan pwoblèm nan se gen yon bès ki nan deja trè aparan.
[Van der Kloot]: Mwen kirye si wi ou non w ap wè yon diferans nan elèv yo ki konplètman aleka kont elèv yo ki ibrid.
[Khan]: Se konsa, diferans sa a pa te vin trè klè ankò nan lekòl presegondè a ak nan nivo lekòl segondè. Mwen kwè ke si sitiyasyon an rete konsa Pandan mwa ivè sa yo ak sezon fèt sa a, nou pral kapab pi byen pale sou li nan mwa fevriye ak kòmansman mwa mas delè. Kounye a, pwofesè yo, ou konnen, lè l sèvi avèk tout estrateji sa yo diferan, jamboard ak flipgrid ak witbord, tout sou entènèt kenbe yo angaje. Men, mwen seryezman konsène sou angajman sa a pral desann pandan mwa ivè yo. E gen kèk diferans, men gen sètènman kèk elèv trè motive ki aleka, e gen kèk elèv ki pa tankou angaje, menm si yo ap vini nan. Men, mwen espere ke pwofesè yo Èske yo pral kontinye travay di ak elèv yo ak sa, ou konnen, elèv yo ap tou pa bay moute. Anpil nan yo ap reponn trè pozitivman. Se konsa, mwen gen espwa.
[Edouard-Vincent]: Ou se sou bèbè, Ms. Van der Kloot, ou se sou bèbè.
[Van der Kloot]: Yeah, mwen gen kèk pwoblèm. Mwen pa ka unmute tèt mwen eksepte pa ba a espas, epi mwen pa ka ale nan yon View galri, se konsa mwen pa ka wè kesyon lòt moun. Se konsa, Jenny, mwen pral mande ou si ou kapab, ou ka wè, si ou ka wè tout moun, ou ta ka rele sou moun pou kesyon?
[Ruseau]: Ou se muet, Jenny.
[Graham]: Mwen muet. Oke. Manm Ruseau, mwen panse mwen te wè ke ou te gen men ou nan lè a. Mwen gen kèk kesyon tou.
[Ruseau]: Wi, mwen te fè sa. Mèsi. Genyen yon anpil terib dijere isit la. Ak san yo pa jwenn nan pwoblèm yo alantou pandemi an, mwen te kirye sou plasman an nan syans òdinatè ak pwogramasyon òdinatè nan lis la. Mwen konnen ke gen kèk kou ki nan depatman matematik la, kèk ki pa. Apre sa, mwen te tou kirye sou ki jan jenn nou pral ale ak aktyèl kourikoulòm syans òdinatè? Gen anpil prèv, mwen panse, Amann jadendanfan an. Nou ka kòmanse nan jadendanfan. Men, si nou rete tann jiskaske lekòl segondè oswa an reta lekòl mwayen, Lè sa a, sa nou genyen se moun ki konnen ki jan nan pwogram pran klas pou yo ka jwenn fasil A yo. Epi sa a, se pa reyèlman objektif la nan nenpòt ki nan sa a.
[Khan]: Sa se yon gwo kesyon, Mesye Russo, ak yon bagay ki trè pre kè mwen. Mwen te anseye ke AP Syans enfòmatik kou anvan yo pran sou wòl sa a. Se konsa, wi, yon tiyo ta dwe bèl bagay. Li pral gwo. Elèv yo ka kòmanse byen bonè ak trè jèn. Ki sa ki DeSe te fè dènyèman se yo ke yo te kreye yon seri alfabetizasyon dijital nan estanda. Sa pa tonbe anba matematik ankò. Gen sèten kou ke yo te di li nan oke yo pran pou kredi matematik oswa pou kredi syans. Se konsa, de kou yo ki tonbe nan depatman an matematik yo, yo nan depatman an matematik, men si elèv yo mande yon kredi syans pou li, nou kontan bay li nan yo. Rezon ki fè yo te rete nan depatman an matematik se Sa tradisyonèlman yon pwofesè matematik te anseye kou sa yo ak tou paske, dapre direktiv DESI a ak moso yo lisans ke ke gen yon sèten kantite tan ke pwofesè yo ka anseye deyò nan yo zòn kontni. Se konsa, pwofesè yo ta anseye nan lekòl segondè a, twa nivo nan twa seksyon yo nan matematik ak yon seksyon nan òdinatè. Se konsa mwen te fè li. Men, dènyèman yo te deplase estanda yo ak kondisyon yo. Se konsa, sa a, se yon ti kras likid kounye a, men jis pou ou konnen, sa a, se kote nou ye a. Ak wi, kreye yon tiyo se gwo. Mwen konnen Molly Ladin te mete nan yon anpil efò nan jwenn sa a sou tè a. Mwen kontan yo dwe patnè li, men paske li nan nan teknoloji, nou te deside ke li nan pi bon sèvi. pa li ak ekipaj li yo. Li te entwodwi yon kou kèk tou nan syans òdinatè ak, pou egzanp, prensip syans òdinatè, ki se pa tankou rijid, men li se toujou yon kou AP epi li pa lang ki baze sou. Kou sa a ki tonbe anba depatman matematik la baze sou Java. Se konsa, ou bezwen konnen Java trè byen yo nan lòd yo anseye li. Epi ankò, wout la Mwen toujou te santi kòm yon pwofesè nan kou sa a se ke li pral gwo gen elèv yo gen, ou konnen, menm yon semès long kou yo anvan yo antre nan nan sa a, men sa a ankò yon bagay ke m 'ak Molly ap pale de ak te li te pi bon fwa. Nou ta definitivman kontinye ak li. Men, nenpòt ki lòt bagay, nou patnè youn ak lòt ak mwen kontan sipòte li nan nenpòt fason, fòm oswa fòm.
[Van der Kloot]: Mèsi.
[Graham]: Mwen te gen kèk kesyon tou. Se konsa, mwen pral ale pi devan epi mande yo kounye a, paske mwen pa wè okenn lòt men nan lè a. Se konsa, faiza, mwen konnen ke travay la ke ou te fè alantou matematik lekòl primè se te yon efò pou evalye ranplasman anvizaje yo. Ak evidamman sa a, se sòt de waylaid, men tankou anvizaje vin mak trè terib nan mond lan kourikoulòm. Ak nan moman sa a se fè, nou pral pèdi yon tout tankou lekòl plen elèv lekòl primè nan yon kourikoulòm ki pa menm jiska estanda minim. Se konsa, mwen jis santi tankou ki fè pwofesè yo gen nan travay ki pi difisil yo sòt de kouvri espas sa a, dwa? Se konsa, si kourikoulòm lan pa ka kanpe sou pwòp li yo, Lè sa a, pwofesè yo ap fè fas ak gen ranpli espas sa a oswa ou yo. Apre sa, mwen pa patikilyèman asire w ke sa nou ta fè sou sa, eksepte ke mwen panse ke nou bezwen tanperaman atant nou sa Nenpòt sòt de rezilta matematik ta chanje sof si nou vle chanje fondasyon nou an. Se konsa, mwen te panse anpil sou sa. Youn nan bagay sa yo ke nou te pale de an tèm de travay sa a nan soukomite a kourikoulòm se ke nou ta finalman kreye yon katalòg ki ta gen ladan bagay sa yo tankou dat ekspirasyon pwogram, paske li la definitivman sans mwen ke Sòt dèyè dat ekspirasyon nou yo nan pwen sa a kote nou ta dwe, ou konnen, nan yon mond pi pafè, nou ta dwe fè evalyasyon sa yo anvan pwogram nou yo ekspire. E nou ap fè fas ak, ou konnen, reyèlman, nou pral mande kominote a pou peye pou yon pwogram pou yon ekstansyon pou ane pwochèn ke nou konnen pa ap travay. Epi, ou konnen, li se yon pandemi ak Mwen pa vrèman sèten sa nou ka fè sou li nan moman sa a eksepte pou di nou pa vle nan sitiyasyon sa a ankò e ki jan nou sòt de gen diferan difikilte pou nou jwenn yon pi bon kote. Ou konnen yon sèl bagay ke nou te pale de ak kòm yon pati nan mouvman an apwouve se ke katalòg sa a ta gen ladan pa sèlman pwogram nan, men tou sa yo dat ekspirasyon, se konsa ke li nan yon vizyèl reyèlman fasil gade nan epi di sa a se sa a se dat la ke nou ap travay nan direksyon pou. Kòm byen ke si wi ou non kourikoulòm lan gen EL oswa IEP sipleman ak si wi ou non nou te achte yo paske li nan konpreyansyon mwen ke tankou nan istwa, nou pa te toujou achte tout sipleman sa yo. E pafwa li nan yo ke yo pa egziste epi pafwa li nan ke nou pa t 'achte yo. Se konsa, jis yo kòmanse kreye ki katalòg ki fè ki super klè, pa sèlman nan nivo a elemantè, men sòt de atravè tablo a, mwen panse ke fè yon anpil nan sans. Apre sa, mwen panse ke ou gen la, Beginnings yo ak sòt de entesten yo nan ki isit la nan prezantasyon sa a. Lè sa a, mwen panse ke kesyon mwen an sou kèk nan bagay lekòl segondè a reyèlman ale plis nan direksyon Yon lòt mosyon apwouve ki chita nan komite sa a ki pa nesesèman sijè a jodi a, men sijè a nan pwogresyon matematik ak pi bon pratik alantou pwogresyon matematik, espesyalman jan ou renmen deplase soti nan mitan nan lekòl segondè. Se konsa, mwen jis pa vle nou pèdi devan je nan ki konvèsasyon enpòtan. Apre sa, mwen ta renmen Fè yon reyinyon dedye a sijè sa a paske mwen jis tande pale de yon zanmi jodi a ke li te gen yon lekòl mwayen ak pwofesè a matematik ap pale ak li sou tankou sa li bezwen fè. Se konsa, pitit li fini moute nan kalkil ak mwen te panse de ou imedyatman. Se konsa, mwen te tankou, mwen, mwen reyèlman vle renmen sèk tounen nan konvèsasyon sa a. Se konsa, mwen ta, mwen panse mwen ta dwe reyèlman enterese nan konvèsasyon sa a, ki se evidamman pa rezon ki fè yo afiche pou jodi a, men Ki sa mwen pa t 'kapab di soti nan prezantasyon sa a ak petèt tankou lè nou kreye ki katalòg, li ta pi klè se pou kou yo ak divès kalite liv yo, ki kote nou an tèm de tankou renouvèlman, si renouvèlman se yon bagay lè li rive tankou liv lekòl segondè kont tankou pwogram elemantè ak tankou sa ki ta dwe lòd priyorite nou yo. Kòm nou panse sou planifikasyon ak bidjè. Se konsa, mwen konnen ki te tankou yon anpil nan panse, men mwen panse kesyon mwen an se tankou, ki sa ki nan pèspektiv ou sou tankou ki jan nou fè yon pi bon travay sòt de plan dinamik olye ke yo te nan sitiyasyon sa a ke mwen panse ke ou jwenn tèt ou nan jistis nouvo nan travay la ak nou tout jwenn tèt nou nan di nou pral depanse lajan sou bagay nou pa kwè yo pral travay epi nou yo, Èske w gen fè ekstansyon lè yo ka oswa pa pouvwa sèvi elèv nou yo.
[Khan]: Se konsa, mwen definitivman dakò ak anpil nan sa ou te di. Mwen kwè ke gen yon katalòg, ki gen yon fèy Excel pral definitivman ede. Li pral bay yon foto yon sèl gade nan kote nou ye a ak fason sa a nou tout pa Ou konnen, ap eseye ale pou menm kantite lajan an nan lajan ki menm ane a, ou konnen, ki pral ede nou, ou konnen, kalite klase li. Tout dwa. Se konsa, ou konnen, sa a se lè se pwogram matematik sa a fè. Se konsa, kounye a nou ka envesti nan sèten paske tout depatman yo egalman enpòtan. Mwen pa vle mine nenpòt nan yo. Se konsa, wi, mwen panse ke sa pral yon bon kote yo kòmanse. Apre sa, mwen ta di ke si sa a, ankò, pandemi sa a pa ta frape, pwobableman ou ta wè m 'nan mwa mas vini nan ou ak yon pwogram lekòl primè paske pwofesè yo te pare yo pilòt. Ak malerezman, se sa ki mwen tande. Yo te pare. Yo te reyèlman pare. E nou te konsa, ou konnen, pare pou prezantasyon sa yo. Lè sa a, nou te rale yon ploge sou li paske te gen anpil ale sou sa ki te pi lwen pase kontwòl nou an. Se konsa, paske nou pa t 'vin jwenn ou, nou pa pral vin jwenn ou sa a mach, li nan ranvwaye pa yon lòt ane. Ak wi, nou te malerezman, mwen santi ke pwofesè yo bezwen yon pwogram debaz. Li pa ta ka youn nan ke nou vle, men li tou bay elèv yo ak kèk kalite aksè sou entènèt nan kay la tou. Se konsa, nou bezwen, Ba yo Basics yo. Li se yon bal ke nou pral gen mòde, men mwen kwè ke nou se ane pwochèn nan mwa mas, ou pral pi definitivman wè m '. Um, ak pou yon sèl sa a, ak Lè sa a, pou yon sèl lekòl segondè a, um, uh, mwen kwè li nan, li nan yon bon pwogram solid. Um, a, liv la se bagay la prensipal dèyè liv la se fondamantalman difikilte nan lekòl segondè a pou aljèb la yon sèl jeyometri ak aljèb de. Se konsa, nou nan yon bon plas ak estatistik sa a se yon liv ekselan. Um, pwofesè yo se reyèlman senpati li. Elèv yo ap jwi li. Gen lòt moun ke nou pral gen revize. Se konsa, pou egzanp, aljèb avanse ak trigonometri ta ka vini tiyo a. Ak matematik disrè ta ka vini tiyo a. Men, sa yo se tou kou ki pa defini pa dese. Pre-Calculus, nou te kap chèche yon bon liv pre-calculus pou kèk tan ak nou te mande piblikatè pou li. Moun sa yo ke nou ap itilize yo se reyèlman fin vye granmoun, men yo bon. Yo kalite jwenn elèv nou yo pare pou kalkil. Se konsa, nou gen tout bagay sa yo nan tèt ou ak nou toujou ap diskite sou li, men mwen ta di je nou bezwen petèt sou pwochen de pwogram yo pral aljèb la avanse ak trigonometri, si gen nan yon bon liv yo deyò pou li. Apre sa, mwen ta di, ou konnen, yon sèl la disrè matematik. Nou gen yon liv, men li pa nan liy ak sa nou ta renmen Ki sa nou vle elèv nou yo reyalize. Se konsa, mwen ka ale kou pa kou ak ba ou plis detay, men mwen di moso nan pi gwo ap vini ak aljèb la aljèb yon sèl jeyometri yo panse ak tou mwen jis te vle kenbe ou nan bouk la ki jan nou te achte liv estatistik. liv. Mwen reyalize ke liv papye aktyèl la sèlman koute apeprè 20 $ 25 ak yon abònman sis ane nan liv la koute sou san ak 30 dola yon bagay. Se konsa, sa a se ki jan piblikatè yo te chanje li. Liv sa yo ki, ou konnen, yo se liv lou Hardcover devwa yo, yo te itilize yo koute depatman an san ak $ 20 yon moso epi yo pa ankò. Koulye a, nou ap wè yon tandans diferan. Konsa Mwen trè kontan pou envesti nan liv estatistik yo ak mèsi anpil pou jenewozite ou epi bay yon oke pou sa. Mèsi. Mesye Rousseau.
[Ruseau]: Mèsi. Se konsa, ap resevwa tounen nan pwoblèm nan nan tonbe a dèyè ke pandemi an se sa ki lakòz, mwen santi mwen tankou gen nan diferan Sitiyasyon nan lekòl primè a, timoun ki rete nan lekòl elemantè, mwen santi mwen tankou, mwen vle di, ou ta ka di m 'mwen mal, men mwen santi mwen tankou opòtinite a jwenn yo kote yo ye yo epi yo deplase yo pou pi devan pou yo eseye ak trape yo oswa omwen kenbe yo ap pwogrese se yon sèl bagay. Men, si w ap fini aljèb 1 epi w ap pran aljèb 2, pwofesè a aljèb 2 Se pa anseye Aljèb Youn. Se konsa, mwen santi mwen tankou gen nan cutoffs sa yo ak pwogresyon sa a nan ane ki pita yo ki jis sanble pi difisil figi soti. Ou espere pwofesè a jeyometri yo anseye tou sa kou a tipik anvan sa se? Se konsa, ou gen konvèsasyon nan depatman ou sou sa ou pral fè la? Epi ou santi ou tankou anplwaye a Ou konnen, mwen pa konnen konbyen pwofesè ki genyen. Mwen pa fè sa, mwen pa konnen si pwofesè a jeyometri se sèlman yon pwofesè jeyometri epi yo pa konnen ki jan yo anseye aljèb, men ou konnen, ou gen konvèsasyon sa yo ak ki sa yo panse ou? Paske mwen jis te li nouvèl la jodi a. Li pa yon bon sèn. Li sanble otòn pwochen, nou yo definitivman pral pa gen okenn timoun ki yo pral pran vaksen an. Epi sa a, se jis tèt chaje imajine ke nou pral antre nan pwochen ane lekòl la, swa nan ibrid oswa kèlkeswa sa. Ak Mwen jis yon ti kras konsène sou sa ki opsyon yo? Èske ou bezwen yon bagay nan men nou eseye ak ede pwofesè yo?
[Khan]: Se konsa, ki se ankò yon kesyon trè bon ak mwen ta di kominikasyon se kle a ak pyès sa a. Se konsa, mwen te nan kominikasyon konstan ak pwofesè yo. Nou te gen reyinyon depatman ak nou te tou te gen reyinyon endividyèl 15 a 20 minit lontan tankou ki kote ou reyèlman santi yo defi a. Ki sa ki pa t 'ede nou nan nivo lekòl segondè a te ke DeSe te anonse okòmansman yo ke yo pral bay MCA yo, ki juniors yo ki jis dènyèman te vin juniors paske yo pa t' pran MCAs nan mwa me yo, yo pral kounye a ap pran li nan mwa janvye. Se konsa, nou te konsène nan nivo lekòl segondè a sou ki jan nou pral prepare timoun yo. Se konsa, yo ta dwe Aljèb 2 pwofesè ki se pwofesè a nan yon jinyò ak timoun nan, elèv la pral pran MCAs kounye a nan mwa janvye paske yo pa t 'pran li nan mwa me, yo ta dwe sispann anseye Aljèb 2 epi yo kòmanse anseye jeyometri? Paske jeyometri, paske MCAs ki baze sou jeyometri ak aljèb 1. Se konsa, nou te gen sa yo konvèsasyon. Aktyèlman, pwochen reyinyon nou an ankò dedye a li. Se konsa, ki danje ale kounye a ke li pa k ap pase nan mwa janvye, men li pral rive. Yo pa t 'di li ale. Yo jis kalite ranvwaye li epi yo pa te di nou lè li pral rive. Sispèk mwen se ke li ta ka rive nan mwa me ak sophomores yo. Nou dedye reyinyon depatman nou an jis pou wè kisa nou ka fè. Li malere ke pwofesè yo, edikatè yo, edikatè dedye ki vle mete aksan sou aprantisaj elèv yo pral gen yo mete sou kote yon sèten tan. anseye nan tès la. Li vrèman malere. Apre sa, mwen santi ke sa a se pa yon bon kote yo dwe. Sa a se trè unmotivating pou yon edikatè, men sa a se reyalite a. Epi sa a, ki jan nou te diskite li. Se konsa, wi, nou ap travay sou plan pou pa sèlman pou twou vid ki genyen yo nan aprantisaj, men tou pou MCAs. Se konsa, tout pwofesè yo kenbe yon dosye sou kote yo nan gid ritm ak sa ki nan sa ki lakòz reta a ak oswa ki kantite pwofondè yo te ale nan nan nenpòt ki sijè. Se konsa, mwen kwè ke sa a vrèman enpòtan. Se konsa, pou egzanp, si mwen ap anseye jeyometri ak mwen menm ak jeyometri gen yon anpil nan yon sèl aljèb entegre nan li ak yon elèv se kapab fè aljèb la nan li. Kisa mwen fè? Èske mwen ta dwe chita epi mwen ta dwe revize nan kòmansman ane a oswa mwen ta dwe embed la Ansèyman an pou diferans sa a nan mitan an. Se konsa, Konsèy Nasyonal la nan Pwofesè nan Matematik se toujou nan mizik ak sa yo ak rekòmandasyon yo se ke pou kounye a, kontinye ranpli nan twou vid ki genyen yo kòm bezwen. Se konsa, pa, ou konnen, depanse de premye mwa nan fondamantalman revize paske ou pral dèyè nan anseye bagay pwòp nivo klas ou ak ki pral unmotivating ankò. Ak yon pwofesè nan jeyometri pa vle anseye Aljèb Youn pou de premye, twa semèn paske yo pral dèyè sou estanda yo. Se konsa, li vrèman enpòtan kenbe rekòmandasyon sa yo nan tèt ou ki ap vini nan nou soti nan ekspè yo. Nou dwe kenbe yon je trè reyalis sou ki kote nou ye ak atant nou yo Soti nan tout pati diferan nan jwèt sa a. Vrèman enpòtan ke nou pa ègzajere e ke nou kenbe nan tèt ou angajman elèv yo ak fè koneksyon avèk elèv yo ak tout lòt bagay ap vini apre sa. Sa a omwen filozofi mwen an.
[Ruseau]: Mèsi. Sa fè m 'kontan anpil e mwen pa sezi. Mwen jis reyèlman bezwen tande ou di tout sa ki. Mèsi.
[Van der Kloot]: Mwen wè ke Sipèentandan an te gen men l '.
[Edouard-Vincent]: Yeah, mwen te mete men m 'moute yon ti kras pi bonè nan konsidere travay la ki k ap pase nan depatman an matematik. Ak nan pale ak travay ak Faiza ak lidèchip li nan depatman an matematik, fason ekip la lekòl mwayen Adopte matematik ilistrasyon an ak ki jan sa ki te vrèman rijid, men-sou, ak pwofondman angaje pou elèv yo. Ou konnen, nou te pale sou, ki gen la yon vèsyon jinyò tankou yon matematik ilistrasyon ki ta ka adopte nan nivo elemantè a? Mwen vle di, mwen oversimplifying li, men li di tankou, sa a, se direksyon an nou vle deplase nan. Se konsa, konnen devlopman pwofesyonèl la ki te rive ak fòmasyon an ki Paske adopsyon an te rive nan fen ane lekòl la, nou te oblije, ou konnen, peze fòmasyon an nan mwa jen, ak tankou, ou konnen, prèske fòs manje li byen vit yo nan lòd pou pwofesè yo yo dwe abitye oswa adapte yo nan kourikoulòm nan nouvo. Se konsa, kòm Pfizer eksplike ane sa a, Covid kalite te mete l 'fren yo sou li, men ki vrèman te espwa a. Ak lòt moso nan travay ke li te fè ki mwen te trè eksite sou te aktyèlman ale nan lòt distri yo Avèk fò rezilta matematik ak gade nan sa yo te lè l sèvi avèk nan distri patikilye yo, ak Lè sa a, ap eseye di, hmm, te kapab yon bagay tankou ki travay nan kontèks la Medford? Ki kantite fòmasyon ki ta nesesè pou sa? Se konsa, nan planifikasyon pou prezantasyon jodi a, kote mwen konnen manm pwen Graham a sou li a malere kounye a sa Nou te pran yon poz lekòl primè paske, ou konnen, Pfizer pa ka ale nan lòt distri yo ale gade nan enstriksyon pandan klima a COVID. Men, si w ap chèche nan enstriksyon, nou te pran yon poz aprantisaj la mache K-12 paske ou pa vle gen 10 administratè adisyonèl ak anplwaye traipsing nan yon sal klas sou tèt sis pye nan distans. Se konsa, te gen tout bagay sa yo ki vrèman fòse nou yo sispann travay ki nesesè yo ak enpòtan ki bezwen rive. Se konsa, pa mete l 'jouk jen ak espere ke gen kèk moun ki ta dwe pran vaksen an nan mwa jen, men rekòmanse ekip la elemantè pou yo te kapab gade nan kourikoulòm nan diferan ki te pral devan yo ak èspere ke kapab fè kèk obsèvasyon pwochen ane lekòl nan lòt distri ki swa gen yon fason pou dokimante ke sa a se Pi bon pwogramasyon ak poukisa dèyè li, se konsa ke si tan an fè sa travay an pwofondè nan nivo elemantè a, nou konnen tou sa ki fini moute ke yo te adopte, K-5 ta dwe tout mete nan 22, sezon prentan nan 22 vini prezante bay komite lekòl la. Se konsa, nan pwen sa a nan tan, Ou konnen, Pfizer ta kapab kounye a konsantre tout atansyon siplemantè nou sou segondè nan nivo lekòl segondè ak reyèlman di, ki kote nou jwenn oswa ki kote nou idantifye twou vid ki genyen adisyonèl oswa zòn pou pi bon kourikoulòm yo pote nan nan nivo lekòl segondè pou ke lè nou vini ak pwogresyon sa a epi yo gen katalòg la di tankou, sa a se kote nou ye ak sa a se sa ki tankou, Tandans nan tèt kounye a nan matematik. Se konsa, ou te wè tout bagay sa yo diferan ke yo te itilize nan nivo segondè a, men gen nan yon gwo kou ofri pou elèv yo. Se konsa, mwen jis te vle repete ke sa a, se entansyon an nan travay la, ak Lè sa a, pou kapab kontinye Avèk aprantisaj la matematik mache, ki manm komite lekòl la ak manm van der Kloot, kèk nan yo te gen opòtinite a kalite vini nan ak gade pou aksyon sa yo nwayo. Se konsa, nou te grandi nan K-12, men ankò, ak sa yo, ou konnen, restriksyon. Se konsa, sa ki manm Rousseau jis pataje, Depi nou pa reyèlman konnen sa ki pral rive ankò ak vaksen an, men nou ap trè, trè optimis kòm yon distri, nou gen yo kòmanse panse panse Seryezman panse sou ane pwochèn, seryezman panse ke si vaksen an vrèman pa pral disponib pou sezon otòn lan, ou konnen, nou bezwen kòmanse panse sou nou pral gen aleka aprantisaj Akademi 21, 22, ou konnen, ta ka pi piti anpil, men nou bezwen kòmanse panse sou sa ki enstriksyon ki pral sanble. Se konsa, ankò, ak restriksyon ak ap eseye jwenn enfòmasyon sou, um, Ki sa ki pral rive ak viris la, ki pral afekte kapasite nou yo fè pi gwo echèl ansèyman an ansèyman mache. Yo ka toujou rive, ou konnen, tèt mwen, men kounye a kondisyon yo ki anba ki, ou konnen, yo te anseye elèv yo kote yo anvan yo te ap travay nan gwoup, ou te kapab, ou konnen, wè gwoup yo. Koulye a, ou gen kèk sou entènèt, kèk nan yon chanm levasyon, kèk k ap travay endepandan, li nan jis, ou konnen, Nou jis nan pozisyon sa a trè, trè difisil. Se konsa, mwen jis te vle deklare ke, ke li pa ke nou pa ap eseye konsantre pwofondman sou enstriksyon, men yo bay sikonstans yo dwòl nan ansèyman ak aprann kounye a anba kondisyon sa yo covid, nou bezwen jis kenbe sa nan tèt ou, men nou yo trè optimis pou 21, 22 ane lekòl ki sa. Nou pral vire kwen an omwen, ak omwen kapab kalite jwenn tounen nan yon sans pi gwo nan nòmal. Se konsa, sa yo ki te kòmantè mwen konsènan sa ki te di jodi a. Mèsi.
[Van der Kloot]: Jenny, ou wè lòt men moute? Oswa si se pa, mwen te gen kèk plis kesyon.
[Graham]: Mwen pa fè sa, men gen yon bon kantite manm kominote a isit la. Apre sa, mwen jis pa t 'konnen si nenpòt nan ou te gen kesyon pou Madam. Khan. Si ou jis vle voye jete men ou nan lè a, nou ta gen kè kontan yo pran yo.
[Khan]: Mwen menm mwen te gen yon koup la, mwen wè yon koup la mesaj yo m '. Se konsa, ou ta lide si mwen li yo epi reponn kesyon sa yo ki te vini nan mesaj yo? Asire w, tanpri fè. Mèsi. Se konsa, premye a se soti nan Christina McGordy ak li te di, ki jan se vèsyon aktyèl la nan Turk envestigasyon? Mwen ta renmen konnen si sa a se oswa ta ka sou lis la ki baze sou eksperyans mwen ak li nan 2000 2010. Mèsi anpil pou dirije reyinyon sa a. Se konsa, wi, Christina, mwen te eseye reponn tounen. Sanble tankou ou pa isit la, men si okenn moun konnen Christina, tanpri fè l 'konnen ke envestigasyon twa, vèsyon twa se sou lis nou an. Epi li aktyèlman youn nan tèt yo ke nou ap chèche a. Paske li nan anpil nan liy ak filozofi a, ak ribrik la. Se konsa, si sa ede. Ak dezyèm lan se soti nan Lisa, se ke mwen kouriyèl ou pandan sezon livè a ane pase a epi mwen repete òf mwen an ede ak revizyon pwogram si mwen ka ede. Mwen se yon paran nan yon elèv elemantè, aleka twazyèm ane nan yon lekòl epi pase 25 ane ap travay nan lekòl segondè matematik pibliye nan HMH. Mwen te travay sou, Devlopman editoryal nan liv la jeyometri kounye a ke yo te itilize nan lekòl segondè a. Li voye m 'adrès imel li. Mèsi. Wi, Lisa, mwen sonje ou. Mwen te kontan ak pwogram aktyèl la elemantè, menm si depandans la sou pratik la ak pwoblèm pou rezoud pwoblèm te vle di opòtinite minim pou pratik. Envestigasyon yay. Sa a dwat. Konsa Envestigasyon se sou lis la. Absoliman.
[Graham]: Envestigasyon yo dwe tande nou te pale jodi a, Faiza.
[Khan]: Envestigasyon se bon ak Newton sèvi ak li. Apre sa, mwen, mwen panse, mwen kwè Brookline se tou, te tou pral adopte li. Malgre ke yo te fè pilòt la Alpha vèsyon nan matematik ilistrasyon nan nivo elemantè. Men, ou konnen, nou bezwen yon ti kras pi plis pwogram ki estab, pwogram lan ki te teste ak te eseye ase ak ankò lyen nan ak lekòl mwayen nou an rijid, ou konnen, pi fò pwogram lan. Se konsa, wi, envestigasyon se sou lis la jis pou tout moun konnen. Mèsi. E nou enkli, nou fè plan pou enkli paran yo. Se jis ke nou te vle ale gradyèl. Èske se sa, ou konnen, premye pwofesè yo gade li epi wè si li, ki jan li gade nan salklas la pou yo? Lè sa a, pral definitivman gen kèk paran sou komite a. Absoliman. Nou ta ka gen diminye nimewo yo paske mwen trè kontan wè anpil patisipasyon, men ou konnen, nou, nou pral pwobableman gen yo chwazi youn oswa de paran ki soti nan chak lekòl, men definitivman sa a, se sou plan an. Wi.
[Graham]: Gran. Ak Ingrid gen men l 'moute Ingrid.
[Ingrid]: Um, hi. Hi Ingrid. Hi Amis. Se konsa, ou kalite pale sou sa a deja yon ti kras, men mwen jis te vle mande plis detay sou sa ki pwosesis la ak elemantè a, chwazi yon kourikoulòm elemantè te. Nan ki pwen ou te pran yon poz? Mwen te gen lide ke ou te deja chwazi yon kourikoulòm kèk ke ou te vle pilòt ane sa a. Mwen pa konnen si se vre, e mwen ta renmen konnen plis bagay sou sa. Wi.
[Khan]: Sa se yon gwo kesyon, Ingrid. Apre sa, mwen tèlman kontan ke ou menm ak mwen te pale lòt jou a ak te sanble tankou ou gen background nan menm jan ak mwen fè. Se konsa, di ou mèsi pou yo te isit la ak pran tan an. Se konsa, senk pwogram yo ke nou te gade nan se pon te youn nan yo. Ak envestigasyon se yon lòt youn nan yo. Envisions 2020, nan kou, paske gen piblikatè anvan yo. Wi, poukisa pa, dwa? Mwen vle di, ou konnen, nou dwe bay tout moun yon chans jis. Nou pa pral pran li soti paske pwofesè yo te itilize li. Se konsa, nou gen, ou konnen, nou vle fè li yon melanj bon, jwèt la fen tout antye. Se konsa, fondamantalman matematik ilistrasyon nou an te pral yon lòt. Apre sa, mwen kwè te gen yon lòt. Poukisa mwen bliye non li? Men, sa yo te kat soti nan senk an. Ak envestigasyon, dwa? Envestigasyon, pon, matematik ilistrasyon, e poukisa mwen bliye? Kanmèm, gen senk nan yo. Te gen senk nan yo. Lè sa a, nou te pral pote l 'desann nan twa. Lè sa a, nou te pral pote l 'desann nan de ak èd paran yo. Lè sa a, nou te ale nan gade nan pri a ak ak ak Lè sa a, li a jiska jiska nou fè rekòmandasyon an ak komite lekòl la se youn nan ke ou konnen,
[Ingrid]: Se konsa, pwosesis la ta dwe chwazi de ak Lè sa a, ou vle pilòt de nan lekòl la?
[Khan]: Wi, nou ta depreferans renmen kòmanse pilote ak twa, men kòm tan pase pa, apre twa oswa kat mwa, nou ta di sa yo, se finalis nou an, de nan yo. Se konsa distri anjeneral fè li. Oswa yo chwazi de depi nan konmansman an trè. Mwen jis te panse twa pa ta dwe yon move lide paske nou gen byen yon kèk lekòl elemantè ak nou vle fè kèk peple nan tout klas yo. Se konsa, ke pa gen okenn lekòl vin kite soti. Yon lòt bagay kenbe nan tèt ou te ke pa gen yon sèl lekòl, se sèlman yon sèl pwogram. Ti kras nan, Tout twa pwogram nan tout lekòl diferan pou nou jwenn yon lide sou ki jan popilasyon diferan nou yo ap fè ak li. Lè sa a, ou konnen, chwazi youn soti nan de final la ak Lè sa a, yon sèl final la. Men, nou toujou rekòmande de nan fen a paske nou dwe kenbe, ou konnen, sèten faktè nan tèt ou epi li bay bon konpetisyon. Se sa li ye.
[Graham]: Ak Ms. Kahn, mwen konnen ke kèk nan kourikoulòm yo matematik yo de pli zan pli depann sou teknoloji, ki pwobableman lè ou te fè sa a premye gade, sitiyasyon teknoloji nou an te konsiderableman diferan pase sa li se kounye a. Se konsa, pa gen ke anpil garnitur ajan nan pandemi sa a, men yo te kapab evalye kourikoulòm Konnen ke nou se yon distri aparèy yon sèl-a-youn. Mwen espere ke sòt de ouvè pòt yo pou nou tout reyèlman di, Sa a se sa elèv nou yo ak pwofesè yo bezwen epi yo pa santi yo contrainte pa tankou sa nou ka oswa ka pa gen kounye a. Se konsa, demann mwen an jan ou fè sa se ke ou pa règ anyen soti pou nenpòt ki rezon ki si gen resous ki enplisit nan siksè nan yon pwogram ke nou jis gen yon konvèsasyon sou sa ki sa yo, men Mwen panse ke tankou nou te fè ak kourikoulòm nan syans ak FOSS, ou konnen, mwen te chita nan sou kèk nan sa yo entèvyou machann fason tounen lè, e te gen enkyetid definitif sou kapasite distri nou an koupe volonte yo renmen achte ane a consommables sou ane. Apre sa, mwen se konsa kontan ke ki pa t 'jwenn nan chemen an nan chwa a ke nou te fè paske pa tout kont, tankou, ou konnen, Pwogram nan se reyèlman fò, e mwen konnen li tou se entravée pa pandemi an, men mwen se konsa kontan ke enkyetid sa a, menm si valab ak istorikman egzat, pa t 'jwenn nan chemen an nan Mesye Seery vini pi devan epi li di, sa a se kourikoulòm nan dwa pou nou, kite a fè sa. Se konsa, mwen ta jis ankouraje w pa dwe ankonbre pa, Kèlkeswa bagay sa yo ka kenbe yon kourikoulòm matematik, kèlkeswa sa ki se.