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From YouTube: Board Work Session and Executive Session 1-23-23
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A
B
A
A
A
A
Thank
you,
and
at
this
time
I
would
like
to
first
of
all.
I
would
like
to
ask
for
a
motion
to
we
just
want
to
change
on
our
agenda.
Section
5,
where
it
states
we'd
like
to
have
the
section
that
says
b.
Our
I
iri
update,
Melissa
Lincoln
to
be
shifted
down
below
Jared
sliger.
So
I'd
like
to
ask
for
a
motion
to
have
that
change
on
the
agenda.
E
See
Jared
Slinger
sliger.
A
F
A
Sir,
we
wanted
to
the
Dr
Jonathan
Brenda
for
and
Jared
seiger
are
here
to
talk
about
math,
so
we
wanted
those
two
sections
together
and
that's
why?
Okay,
thank
you
any
further
discussion,
all
right,
all
those
in
favor,
please
say:
aye
aye,.
G
A
Opposed
Nate,
okay
motion
passion
passes
so
then,
with
that
with
the
agenda
amended
now,
I
would
like
to
ask
the
clerk
for
the
meeting
agenda
postings
and
the
amended
agenda.
C
A
A
A
Hearing
none
I'd
like
Jasper
vote,
all
those
in
favor,
please
say:
aye
aye
in
the
opposed
Nate
okay
motion
passes,
so
what
I
would
like
to
say
is
first
of
all,
I'd
like
to
thank
everyone
for
being
here.
We
appreciate
the
attendance
in
tonight's
Caldwell
board:
School
Board
Workshop.
This
is
a
board
work
session
and
we
typically
have
these
board
work
sessions
every
fourth
Friday
of
of
the
month,
I'm
sorry,
every
fourth
Monday
of
each
month.
We
do
not
take
public
input
during
our
board
sessions.
A
However,
like
always,
if
you
wish
to
submit
public
input,
you
can
always
email
our
board
clerk
K
Cheney
c-h-e-n-e-y
at
caldwellschools.org.
A
This
meeting
is
for
the
purpose
of
the
board
to
review
matters
that
are
related
to
the
district,
and
so
tonight's
meeting
is
focused
on
academics
and
the
math,
and
we
also
are
going
to
have
reading
and
the
progress
that's
being
made
with
the
Caldwell
School
District.
So
we
thank
you
for
that,
and
so
we
will
now
have
our
first
presenter
I.
Don't
know
Dr
French.
If
you
had
a.
If
you
wanted
to
welcome
the.
J
Madam
chair
trustees,
good
evening,
we
have
the
great
pleasure
to
share
with
you
some
academics.
As
always
when
it
comes
to
our
work
session
this
evening,
I
have
a
great
opportunity
to
introduce
to
you,
my
dear
friend
and
someone
I,
just
highly
respect:
Dr
Jonathan
brenefer.
He
is
the
CEO
and
president
of
developing
mathematical
thinking,
Institute
Jonathan
and
his
amazing
team
work
specifically
with
our
six
elementary
schools,
Jonathan's
blushing,
because
I
don't
often
praise
him
so
highly
in
public.
J
And
his
team
work
diligently
with
our
elementary
schools,
all
six
of
them.
They
are
scheduled
out
to
meet
about
every
six
or
seven
weeks
with
the
school
and,
as
we've
talked
about
earlier
this
year,
the
design
of
that
is
twofold
right.
So
the
first
meeting,
typically,
what
it
ends
up
being,
is
that
in
the
first
meeting
they
the
colleague
that
is
working
with
that
staff,
and
we
do
it.
K5
meets
to
ask
staff
about
their
area,
neither
level
of
inquiry.
J
Some
clarifying
questions
about
units
of
study
that
they
are
currently
in
or
units
of
study
that
they
have
coming
up.
For
example,
in
fourth
grade
fractions,
are
kind
of
a
big
deal
as
well
as
fifth
grade,
and
so
with
that
you
know
it's
always
wonderful
to
be
able
to
fine-tune
and
hone
in
on
best
practices
and
Jonathan
and
his
crew.
Do
that.
J
In
addition
to
that,
for
our
colleagues
who
are
new
to
the
profession,
Jonathan
and
his
staff
do
a
great
job
of
providing
insights
to
our
colleagues
again
new
to
the
profession
and
sort
of
share
with
them
best
practices
and
share
with
them
knowledge
about
what
are
the
essentials
associated
with
being
solid
mathematicians.
So
with
that
said,
Madam
chair
trustees,
I
would
like
to
introduce
to
you
Dr
Jonathan,
Bedford,.
K
C
L
K
Bit
about
my
background,
too,
I
was
a
secondary
teacher
in
Tacoma
Washington.
For
many
years,
then
I
worked
on
a
PhD
in
the
University
of
Wisconsin-Madison
was
lucky
enough
to
work
with
the
Netherlands
a
couple
other
countries
around
there
worked
in
a
lot
of
different
high
schools
and
then
in
two
in
1996,
when
my
professors
said
hey.
If
you
really
want
to
understand
how
kids
are
not
thinking
that
great
about
mathematics,
you
should
go
teach
kindergarten
for
a
year,
I'm
like
well
going
from
secondary
to
Elementary.
K
How
tough
could
it
be?
It
was
literally
the
hardest
year
of
my
entire
life.
Yeah
I
was
sick
all
year,
because
kindergartners
touch
you
with
all
kinds
of
germs
and
and
I
haven't
been
sick
since
I'm
not
going
away
yeah.
D
K
I've
done
a
lot:
I
did
a
lot
of
research.
I
work
in
Title,
One
schools
switch
from
being
a
professor
to
running
a
company,
we've
we're
now
in
eight
states,
over
100
districts
from
Selma,
Alabama
to
Oxnard,
California
and
then
all
over
the
Northwest,
and
so
tonight
I
want
to
share
just
a
few
things.
Melissa
dear
friend,
thank
you.
K
I
asked
me
to
present
on
just
some
really
foundational
things
that
may
kind
of
help
us
think
about
mathematics,
and
one
of
one
of
the
things
we've
noticed
is,
as
we
give
information
to
elementary
teachers
to
really
kind
of
build
their
knowledge
of
mathematics,
because
mathematics
always
isn't
always
isn't
their
first
love,
it's
usually
reading.
So
we
try
to
give
them
as
much
information
about
math
and
then
my
phds
in
cognitive,
cognitive,
psychology
and
math.
K
So
how
do
kids
think
about
math
or
should
be
thinking
to
retain
that
information
long
term,
so
not
just
for
the
test
or
a
grade
level,
but
in
multiple
grade
levels.
So
this
was
a
research
project
that
we
had
worked
on,
had
some
grant
money
and
we
were
looking
at
the
predictors
of
long-term
success
in
mathematics.
So
what
type
of
tasks?
What
type
of
what
you
give
kids
or
what
questions?
Would
you
ask
them
to
really
get
them
to
understand,
math
and
be
successful
by
middle
school,
high
school
and
after
that,
if
possible?
K
K
J
K
Do
you
think
is
most
important
would
predict
long-term
success
so
there's
how
do
we
interpret
story,
contacts
or
story
problems?
Spatial
reasoning,
number
facts:
none
of
your
facts,
measurement
ideas,
number
sequencing
or
relational
thinking,
so
those
are
the
six
topics
that
the
research
showed
that
have
this
predictive
value
actually
think
about
that
for
a
second
you
guys
don't
have
to
answer.
I
just
was
in
actually
Fresno
working
with
all
their
principals,
and
we
did
this
task
and
I
said
you
got
to
show
me
what
your
predictions
were.
K
K
So
I'm
doing
them
in
reverse
order,
so
six,
five,
four
three
two
one
so
number
six
was
number
sense
and
sequencing.
So
sequencing
really
means
counting
Counting
forward
and
counting
backwards.
Skip
counting
forward,
skip
counting
backwards
so
and
Counting
back
so
when
kids
come
in,
and
parents
sometimes
too,
but
like
kindergarten
first
year
is
like
especially
kindergarteners
I
can
count
to
100.
I'm.
Like
that's
awesome,
can
you
count
backwards,
start
at
90
and
start
counting
backwards,
90
91
night?
No,
no,
keep
working
so
yeah,
counting
backwards
is
really
important.
K
Skip
counting
forward
skip
going
backwards,
just
two
four
six,
eight,
eight
six,
four
two
zero.
You
can
count
by
fractions
count
by
two-thirds
to
four
and
back
down
two
thirds,
four
thirds
six
thirds,
and
so
it's
just
that
little
task
is
really
important
for
for
kids
to
do
and
but
it's
the
number
six
predictor.
So
it
predicts,
but
there's
five
that
are
even
better.
Okay.
Next
one
is
oh
that's
an
example.
This
is
as
you
test
as
you
look
at
Kinder,
first
and
second
graders.
K
This
would
be
an
example
for,
like
second
grade
43
42
41
40.
What
comes
next?
Most
common
answer:
41..
They
start
counting
back
up.
So
that's
why
at
that
decade
it's
a
really
important
idea:
yeah,
any
parents
that
can
check
with
your
kids
later
so.
K
Okay
number,
five
is
facts,
so
know
your
facts,
six
plus
eight
seven
times,
four.
Those
are
really
important.
So
facts
are
important,
but
it
actually
isn't
the
best
predictor.
You
should
be
think
yeah.
If
you,
if
you
know
your
facts,
that's
awesome
nope!
It's
not!
So,
even
if
you
know
your
facts
as
as
a
young
kid,
it's
like
great,
that's
not
as
a
teacher
as
a
parent
can
say
you
are
on
track
for
being
amazing
mathematician.
K
It's
not
I'll,
explain
that
when
we
get
down
a
ways
too
I
put
on
the
bottom
two
one
of
the
states
there's
fluency
and
flexibility.
Flexibility
is
the
better
predictor
of
being
fluent.
What
does
that
mean?
Okay?
So
if
I
ask
you
seven
times,
eight
but
you're
gonna
know
the
answer
right
away.
Okay,
but
what
if
I
said
so
try
to
figure
this
out
in
your
head
in
three
seconds?
That
means
you're
fluent
12
times
13.
K
being
flexible
going,
oh
I
know
12
times,
12
is
144
and
12
more
oh
I
know
12
times
10
and
12
times.
3,
120
and
36
and
compose
those
together,
so
being
flexible,
is
actually
the
better
predictor
of
success.
So
when
you
talk
about
being
fluent,
you
want
to
be
working
with
kids
on
yes,
knowing
their
facts,
but
then
using
those
facts
to
create
other
larger
facts
in
their
head
and
that
keeps
them
more
fluent
over
time.
K
Okay,
so
number
three
is
relation,
is
relational
thinking,
so
this
is
really
about
the
equal
sign
trying
to
understand
what's
happening
on
both
sides
of
the
equal
sign,
and
that
is
going
to
be
that
same
amount,
so
that
yes,
three
plus
three
equals
six,
but
also
three
plus
three
equals
two
plus
two
plus
two
one
of
the
questions.
We
ask
kids
a
lot
six
equals
three
plus
three.
Is
that
true
or
false
false,
because
the
can't
have
six
Burns?
That's
the
answer.
K
K
K
16
is
one
more
than
50.,
so
then
this
one
would
be
the
same,
should
be
one
less
than
3,
so
it
should
be
two
people
a
lot
of
times.
What
happens?
Well,
kids
will
look
at
this
and
say
I
think
the
answer
is
18.
because
there's
a
15
plus
3.,
so
that
probably
should
be
18.
and
then
some
will
say:
maybe
it's
34..
K
What
okay
so
I
have
the
18..
Well,
let's
add
the
16,
so
I
don't
know
if
that's
16
zoom
in
there
and
there's
a
plus
sign
so
I
might
as
well
put
those
together.
That's
the
second
most
common,
our
incorrect
answer
and
then
the
third
one,
a
lot
of
them
will
say
four,
because
16
is
one
greater
than
15
might
as
well
be
one
more.
So
it's
really
important.
K
So
over
time,
by
the
time
you
hit
my
love,
Algebra
1
you're,
going
to
be
much
more
successful
because
it's
there's
a
lot
of
things
on
both
sides
of
that
equal
sign
in
algebra,
one
okay,
the
next
predictor
is
context
story,
problems
and
so
being
able
to
read
a
story
problem
and
understand,
what's
happening
in
the
situation,
extracting
the
numbers
and
understanding
what
operations
am
I
going
to
use
addition
and
subtraction
multiplication
or
division
and
there's
four
types
of
problems.
There's
when
you
join
things
together,
so
you
might
say,
I
have
eight
apples.
K
Somebody
gives
me
some
more
apples,
great,
let's
enjoying
there
or
I've
lost
some
apples,
I've,
given
some
away
I've
eaten
some
take
them
away.
Those
are
the
easiest
set
of
problems
and
usually
in
U.S
textbooks.
That's
the
most
common
ones
in
places
like
Singapore
and
Asian
countries,
they'll
actually
do
the
other
two,
which
are
called
compare
problems
and
part
whole
problems.
So
there
might
be
some
red
apples
and
some
green
apples.
K
Okay,
are
we
comparing
them?
How
many
more,
how
many
fewer
or
are
we
saying
how
many
apples
are
there
altogether?
Those
they're
called
Static
problems
are
more
difficult
and
really
important
to
introduce
the
kids
and
then
how
you
actually
model
the
problem
like.
How
do
we
think
about
the
quantities
and
the
relationships
together
which
builds
early,
algebraic
thinking
that
might
have
kind
of
gone
over
your
head?
If
it
has
I'll
come
back
to
that
at
the
very
end,
too,
then,
the.
K
That
was
just
an
example
there,
but
yeah
okay
to
measurement
is
the
number
two
so
being
able
to
measure,
and
it
the
predictions
are
when
you
put
it
in
correlation
forms,
the
other
ones
are
closer
to
like
0.2
and
0.5
correlation,
which
isn't
strong.
I
could
give
a
correlation
lesson.
If
everybody
wants
to
go
through
that,
but
so
two
things
are
correlated,
you
want
to
create
a
straight
line,
so
you
can
predict
what
that
success
would
be.
K
We
did
the
study
we
work
with
a
lot
of
researchers
on
this
thing.
Why
would
it
be
measurement
and
then
the
last
one
so
measurement
you
actually
have
to
understand.
First
of
all,
the
structure
of
mathematics
so
structure
is
like
the
foundation,
the
concrete,
the
I-beams
or
like
grade
level
content
would
be
the
carpet
the
lights,
electricity,
important
things,
but
the
structure
means
it's
there
from
kinder
and
it's
all
the
way
through
calculus
all
types
of
mathematics.
So
the
measurements,
one
of
those
things
where
you
have
to
start
stop
and
go
okay.
K
What
what
unit
are
we
talking
about?
Are
we
talking
temperature
we're
talking
Kelvin?
Are
we
talking
Celsius
we're
talking
Fahrenheit?
Are
we
talking
time?
Are
we
just?
Are
we
talking
linear
inches
centimeters
area?
What
are
we
even
talking
about?
So
you
have
to
say
what
is
the
unit
and
then
two
important
things
that
you
do
you
iterate
that
unit,
so
you
copy
it
over
and
over
again
with
no
gaps,
no
overlaps.
That
idea
there
in
itself
and
the
opposite
of
it
partitioning.
You
split
some
amount
up,
so
we
go.
K
Oh
Celsius,
zero
to
a
hundred
okay.
So,
where
water
freezes
water
boils
partition,
it
equal
and
you
get
to
the
one
one
Celsius
degree:
that's
the
one
unit,
okay,
so
your
ideas
of
iterating
partitioning,
whatever
you're
doing
that
is
structure,
and
it
helps
you
actually
Bill
the
idea
as
a
number,
so
that
when
you
do
measuring
tasks,
it
actually
helps
you
just
absorb
the
mathematics
into
your
long-term
memory
and
gives
you
connections
and
you're
able
to
actually
solve
other
problems
outside
of
school
inside
of
school
and
elsewhere.
So
it's
just
so
powerful.
K
Now
in
19
around
1972
we
had
our
biggest
curriculum.
We
think
we
had
some
big
critical
changes
over
the
last
like
20
years
now
in
the
late
60s
and
early
70s
was
the
biggest
change
ever
so
about
50
to
55
of
the
curriculum
in
elementary
school
was
measurement
geometry,
scattered
throughout
the
curriculum
by
1976
77.
It
was
less
than
eight
percent
and
all
that
eight
percent
was
put
at
the
end
of
the
book.
K
We
figured
that
out
across
the
United
States
by
the
1980s,
and
so
by
1989.
The
national
constitution
of
mathematics
brought
in
some
standards
and
then
the
National
Science
Foundation
funded
a
bunch
of
other
projects.
At
the
time
they
kind
of
unfortunately
went
the
kind
of
the
opposite.
We
did
the
whole
tug
of
warm
went
this
way
and
now
we're
trying
to
come
back
and
balance
on
those
ideas.
K
But
the
main
point
I
wanted
to
say
here
is
that
measurements
really
critical,
and
so,
if
you
or
a
family
that
played
plays
a
lot
of
games,
you
do
a
lot
of
activities
inside
and
outside
the
home.
Just
measuring
the
building.
Taking
things
great.
That
is
one
of
the
the
best
predictors
that
you
can
do
better
activities.
You
can
do
for
kids
hands
down.
K
Let's
see
so
this
is
one
of
the
tasks
that
we
give
too
is
like.
How
long
is
the?
How
long
is
the
black
line,
and
so
the
most
common
answer
is
actually
Four,
because
we
do
a
lot
of
practice
with
counting,
not
measuring.
So
what
happens?
Is
it's
like?
Well,
it
starts
here
this
little
tick
mark
one,
two,
three,
four,
that's
the
most!
So
it's
like!
Well,
it's
four!
So
we
ask
kids,
let's
start
counting
how
many
steps
have
I
taken.
B
K
I'm
at
zero,
so
this
idea
of
zero
is
another
concept
within
measurement.
So
a
lot
of
times
we
just
start
counting
at
one
yep,
but
measuring
you
have
to
start
at
zero.
Where
is
our
zero
and
then
we
start
moving
forward
there.
So
measurement
critical,
I.
A
Was
going
to
say,
I
was
going
to
say
less
than
half.
H
K
Estimation
skills
that
was
good
yeah
with
kids.
You
get
some
clever
answers
too.
That's
good.
That
was
not
one
of
the
multiple
choice.
Answers
though
that's
good
yeah,
so
number
one
is
spatial
reasoning,
so
this
actually
kind
of
shocks,
people
it's
like
what
on
Earth
really?
What
is
spatial
reasoning?
So
spatial
reasoning
is
a
special,
usually
we'd,
say:
geometry,
it's
a
special
form
of
geometry,
but
when
I
say
geometry,
you
usually
have
two
things
come
to
mind.
K
Most
people
will
think
shapes
yep,
but
that's
a
small
subset
of
what
geometry
actually
is,
and
so
geometry,
the
the
etymology
of
geometry,
where
it
comes
from,
is
geometry,
so
geo
geography,
geology,
all
the
Geo.
Words
means
the
world
and
metri
means
to
measure.
So
really
geometry
in
itself
is
to
measure
the
world
around
us,
two
dimensions,
three
dimensions
and
all
the
mathematicians,
as
we
first
started
historically,
were
focused
on
measuring
the
world,
not
even
getting
into
like
latitude
and
longitude
with
ships
to
just
to
everything.
K
So
spatial
reasoning
is
a
special
form
of
of
this
idea,
where
you're
looking
at
being
able
to
decompose
things
so
break
them
apart
and
then
compose
them
back
in
new
ways,
and
so
a
person's
ability
to
do
that
with
so
you
can
think
of
it
like
packing
your
trunk,
you
know
you
know
it's
like
how
are
your
suitcase
evens
like?
How
good
are
you?
You
might
be
thinking
yeah
that
never
goes
well.
Gotta
repack,
it
yeah.
So
that's
part
of
spatial
reasoning,
so,
like
Puzzles
doing
puzzles
how
do
they
fit
together?
K
They
rotate
pieces
in
games
like
blockus,
just
working
with
blocks.
Things
like
that
are
really
good
for
kids,
but
thinking
also
with
how
spatial
reasoning,
so
your
ability
to
focus
on
two-dimensional
three-dimensional
visual
models
turns
into
all
of
our
algorithms,
our
decomposing
and
composing,
so
you're,
adding
subtracting,
multiplying,
dividing
if
you
think
of
the
our
typical
us
algorithms,
I
say
us,
because
if
you're
from
other
countries
they
have
their
own
algorithms,
sometimes
when
I
was
in
Europe,
they
they
subtract
from
left
to
right.
K
That's
their
standard
algorithm
I'm
like
what
I
hadn't
seen
that
before
it's
actually
pretty
cool.
It
actually
works
great.
You
don't
have
to
do
any
of
the
regrouping
which
we
do,
which
causes
a
lot
of
Errors,
but
so
all
of
those
so
we're
we're
decomposing
certain
numbers,
usually
by
place
value
and
then
composing
them
back
again,
so
the
ability
to
actually
visualize
the
mathematics
so
there's
two
things
that
come
up
is
the
number
line.
So
thinking
about
the
number
line,
so
it
started
in
kindergarten.
K
The
number
line
being
able
to
look
at
how
numbers
move
whether
you're
saying
15,
you're
gonna
go
oh
10
and
5..
Are
you
going
to
add
on
another
15?
You
might
have
five
more
than
10
more.
You
can
be
flexible
on
there
but
being
able
to
see
those
relationships.
So
there
you're
decomposing
on
this
visual
number
line
or
you
use
a
rectangle
to
understand
quantity,
something
that's
oh!
This
is
125.
Well,
where
would
25
be
so
it'd
be
about
here?
So
your
estimation,
skills
would
be
perfect
for
that.
K
So
just
your
your
ability
so
that
Singapore
and
then
most
Asian
countries
use
a
rectangle
to
understand
quantity
and
most
European
countries
in
the
US
use
the
number
line
and
so
keeping
that
in
place,
because
sometimes
it
disappears
in
a
number
of
different
grade
grade
levels,
but
it
it's
so
critical
that
you're
able
to
visualize
the
mathematics
to
help
you
solve
problems
in
the
future.
So
spatial
reasoning
actually
predicts
at
about
0.9.
So
it's
a
huge
correlation,
very
strong
and
in
fact,
to
put
kids
into
the
gifted
program.
K
Over
50
percent
of
the
items
are
spatial
reasoning,
items
to
put
kids
into
special
ed.
Fifty
percent
of
the
items
saying
they're,
either
great
at
it
or
you're,
not
you're,
in
special
ed,
every
engineering
to
getting
to
college
right
now
for
engineering
programs,
all
the
School
of
Mines.
You
have
to
take
a
spatial
reasoning
test
to
get
into
the
program.
So
it's
really
a
critical
piece
that
a
lot
of
times
we
don't
talk
about
as
much
blood
in
the
education.
K
It's
like
we
just
let's
just
jump
into
number
right
away,
but
it's
actually
being
able
to
visualize
and
do
spatial
reason.
Measurement
type
tasks
actually
give
you
greater
understanding
of
number
and
you
can
retain
it
and
and
then
use
that
over
time.
So
that's
why
I
wanted
to
kind
of
hit
these
six.
So
we
talked
a
lot
about
this
when
we're
working
with
kids,
so
you
can
get
through
school
a
lot
of
times.
People
get
through
schools
with
just
good
memories.
K
You
memorize
things
you're
great
with
the
worksheets
a
lot
of
times
like
oh
yeah,
it
was
algebra
one,
it
was
geometry,
it's
algebra
two.
It
was
calc
that
I
was
like
you're
out
that
what
that
tells
me
is
you
memorize
things?
You
were
good
at
manipulation,
but
you
missed
the
vital
skill
of
seeing
it
so
whatever
mathematics,
I
can't
visualize
I've
forgotten
it
now.
So
my
kids
would
always
ask
me
the
questions
like
how
do
you
solve
this
Dad?
It
goes
great.
K
I
can
remember
all
the
stuff
up
through
trigonometry,
but
then
calc
there's
a
few
holes
I'm
like
and,
of
course,
they've
always
ask
you
the
hardest
ones.
I'm
like
really
and
then
like,
why
can't
you
just
solve
that
right
away?
I'm
like
that's
when
I
I
don't
have
a
visual
model,
we
gotta
go.
Look
at
it.
K
I
gotta
tell
a
story
about
my
my
daughter
kind
of
makes
this
point.
So
she
had.
She
had
a
great
memory.
She
can
memorize
things
so
in
fourth
grade
she
she
comes
home.
She
goes
dad.
Do
you
name
all
the
states?
Can
you
do
it?
K
I'm
like
well
yeah
I
can
do
it
because
we'll
do
it
I'm,
like
okay,
so
you
know
Alaska
Hawaii,
Washington,
Oregon
she's,
like
man,
he's
too
slow,
and
then
she
says
with
like
20
seconds,
because
she
memorized
the
song
so
because
she
can
do
them
in
alphabetical
order
and
I
said
well:
okay,
that's
great,
but
where's
South,
Dakota
versus
South,
Carolina
and
she's
like
Dad.
Why
would
you
ever
need
to
know
that
she
got
her
driver's
license?
She
got
lost
so.
K
But
a
lot
of
times,
girls
will
memorize
more,
and
so
they
can
get
through.
They're
like
I,
was
great
in
math
and
tell
it's
like,
and
the
thing
was
they
they
memorized
too
well,
where
a
lot
of
times
guys
will
do
more
activities
when
they're
growing
up
different
opportunities
to
really
build
their
spatial
reasoning,
which
actually
will
serve
them
better.
So
it's
actually
important
to
do.
Those
type
of
both
groups
need
to
do
all
those
type
of
activities,
whether
it's
Sports
just
games
at
home.
Things
like
that.
C
F
K
Thank
you,
I've
been
working
when
Melissa
was
a
was
a
principal.
K
We
had
worked
with
Van
Buren
for
quite
a
while
for
about
six
seven
years
and
worked
with
their
teachers
quite
a
bit
on
making
sure
the
instruction
was
really
rich,
so
we
started
working
last
year
with
them,
and
so
our
our
Focus
as
we
go
in,
we
will
say:
okay,
we're
working
with
third,
fourth
and
fifth
right
now
are
working
with
all
of
them,
but
we'll
go
into
a
third
to
a
school
and
say
they'll,
say
well
we're
working
on
fractions
for
the
month,
okay,
great
so
for
this
month.
K
This
is
these
are
the
key
ideas
with
fractions:
here's
where
they
start
with
fractions.
Here's
where
they're
going
to
be
ending
with
fractions
here
from
understanding
the
concept
addition
subtraction
multiplication,
division,
here's
the
key
ideas
you
need
to
do
at
third
grade.
Fourth
grade
fifth
grade:
here's
the
questions:
you
ask:
here's
assessment
tasks,
here's
the
different
types
of
ways
you
would
model
and
think
about
fractions,
okay,
and
then
we
go
in
we'll
do
some
demonstration.
Lessons
on
this
is
what
we're
talking
about.
K
This
is
what
it
looks
like
and
then
have
conversations
with
the
teachers
and
then
they're
kind
of
gone
for
that
month
or
six
weeks.
Then
we
come
back
and
we'll
say:
okay,
what's
the
next
one
place
value
geometry
whatever
so
so
our
goal
is
really
get
the
teach
teachers
to
have
that
increased
knowledge
of
both
the
content
of
mathematics
for
their
grade
level
and
then
also
that
push
on
what
pedagogically
or
T
from
a
teaching
standpoint.
K
What
are
the
key
elements
to
get
to
make
sure
that
kids
actually
understand
the
mathematics
and
I
should
have
probably
started
too,
because
the
reason
I
went
to
work
on
a
PhD,
I
love
teaching,
but
I
was
so
frustrated
in
1989
when
I
started,
so
it's
been
a
while
kids
couldn't
multiply,
they
didn't
know
their
facts
like
the
addition.
Facts
were
terrible
and
they
hated
mathematics
and
I
was
like
algebra
is
like
the
best.
It's
the
gatekeeper,
it's
key
and
then
having
90
of
the
kids
come
in.
K
So
that's
what
so
I'm,
really
as
I
work
with
Elementary.
It's
like
okay,
we're
looking
at
this
as
a
scale
from
kinder
through
algebra
one,
and
we
want
to
make
sure
that
they
are
super
successful.
So
anytime,
there's
things
where
it's
like.
That's
something
you
you
Googled!
You
got
some
idea
off,
Pinterest
or
teacher
pay
teachers
or
some
something
it's
like.
That's
not
gonna
hold
water
over
time.
We
need
to
kind
of
squelch
that
and
move
move
forward.
So
that's
what
we
spend
a
lot
of
our
time
doing.
K
I
just
got
one
manager
so
how
many
years
after
this
is
initiated.
K
Yeah,
oh
great
question,
so
it
depends
on
a
number
of
different
factors,
but
in
a
lot
of
a
lot
of
times
we
can
work
with
a
school
within
one
year
and
start
seeing
three.
Five
percent
increase.
One
of
the
factors
it
comes
down
to
is
the
the
principle
and
the
teachers
and
the
focus
of
how
much
they
want
to
do
is
really
what
it
is.
So
they
so
and
then
second
year,
you're
going
to
see
another
five
percent
third
year,
another
five,
six,
seven
percent.
K
So
three
four
years
and
you
start
seeing
15
20,
but
some
cases
where
it's
just
like
we're
digging
in
and
the
reason
we
don't
always
dig
in,
is
because
there's
there's
reading,
there's
always
other
initiatives
going
on.
So
sometimes
teachers
plates
are
just
too
full
that
year.
So
what
we
try
to
do,
though,
is
like
if
we
can
just
jump
in,
we
can
get
that
maybe
to
10
or
15
a
year,
but
in
reality
most
of
schools,
yeah,
five
percent
yeah.
I
Chair
trustees,
if,
if
you
would
ever
care
to
visit
a
classroom
you'll
just
if
you'll
let
Miss
slingan
know
about
when
Dr
Brentford
is
here
with
his
team,
so
they
started
serving
students
throughout
the
Caldwell
School
District
last
year,
so
they've
been
serving
the
students
at
Van
Buren
for
several
years
and
then
and
recognizing
the
math
capability
and
Van
Buren's
math
scores
are.
I
Very
they
were
they're
very
good,
and
so
it's
like
what
were
you
doing
that
you
felt
made
a
difference
and
Miss
Langan
said:
well,
we
we
did.
We
were
receiving
great
support
on
how
to
talk
math,
how
to
build
that
conceptual
understanding.
So
we
invited
Dr
brendaford
to
join
us
as
a
district
last
year,
so
we're
hoping
to
see
and
continued
Improvement
as
he
continues
to
work
with
our
K-5
teacher,
but.
A
A
You
like
to
do
the
introduction
for
Mr
Jared
sliger.
I
Yes,
I'm
Madam
chair,
so
Madam,
chair
and
trustees.
Mr
Swan
is
here
this
evening
principal
of
Syringa
middle
school
and
he
will
introduce
Mr
sliger.
I
N
You
Madame
pasina
trustee
members.
Thank
you
so
much
for
giving
us
the
time
to
be
here
tonight
to
talk
a
little
bit
about
our
favorite
subject
of
math.
We
truly
appreciate
it.
I
would
just
like
to
quickly
just
take
a
moment
to
introduce
Jared
sliger
Jared
sliger
currently
teaches
eighth
grade
math
at
Syringa
middle
school.
He
is
actually
believe
it
or
not,
and
we
were
just
talking
about
this.
N
How
long
you've
been
at
Spring
he's
been
at
Serengeti
11
years
now,
and
so
he's
a
huge
member
not
only
to
our
math
team
but
to
our
to
our
staff
as
well.
He
does
an
awesome
job.
I
know
that
Jared's
going
to
talk
a
little
bit
about
instructional
methods
that
he
does
in
his
own
class
and
then
he
also
shares
with
other
staff
members,
not
only
at
Syringa
but
throughout
the
valley
as
well,
and
he's
going
to
talk
a
little
bit
about
that.
N
Yet,
as
we
know
in
all
subjects,
but
especially
math,
assessing
where
students
are
with
the
mathematical
Concepts
and
then
being
able
to
deliver,
timely
feedback
and
accurate
feedback
to
the
students
is
very,
very
important.
Like
I
said,
especially
in
math
several
years
ago,
Jared
came
to
me
and
said:
hey
I've
got
this
great
idea.
I
want
to
cover
my
classroom
in
whiteboards
and
in
the
back
of
my
mind,
I'm
thinking,
okay
white
boards.
Those
are
five
six
hundred
dollars
a
piece
looking
at
his
classroom.
N
And
so
he
made
a
trip
to
Home,
Depot
and
I
think
for
45
bucks
or
something
cheap.
He
was
able
to
to
cover
his
classroom
in
light
boards.
It
was
a
little
bit
after
that.
He
came
back
to
me
and
said:
hey
I've
got
this
crazy
idea.
N
Kids
sit
in
a
desk
all
day,
long
and
I.
Don't
know
if
you've
ever
tried
that
to
sit
in
a
desk
for
eight
hours.
But
it's
tiresome
it's
it's.
You
know
you
get
very
bored
sitting
in
a
desk
and
I
want
to
stand
kids
up
and
once
again
I
know.
Standing
desks
were
becoming
very
popular
at
the
time
and
I
had
looked
at
some
recent
prices,
so
I'm
thinking
of
price
tag,
32
deaths.
N
He
goes,
don't
worry
when
I
was
at
Home
Depot
next
to
the
shower
boards,
they
had
PVC
pipe
and
so
I'm
going
to
stay
on
the
desk
on
PVC
pipe
correct,
and
so
that's
where
it
started
out
and
his
classrooms
come
a
long
way.
Since
then
he
does
a
phenomenal
job
in
the
classroom
with
the
kids
and
delivering
math
instruction
to
the
kids.
So
without
further
Ado
Jared
sliger.
E
And
we
took
the
tables
and
we
put
the
table
legs
in
the
PVC
pipes
to
raise
the
tables
up
and
got
rid
of
the
chairs.
So
I
had
to
share
a
little
bit
about
what
happened
this
morning.
Madam
chair
and
trustees
I
walked
into
a
classroom
and
they
were
it's
a
classroom.
Next
door
to
me
am
I
close
enough
to
the
mic
and
they
were
studying
the
Chinese
years
with
all
the
different
animals
for
each
year
and
and
I
walked
in
I
was
like.
E
E
To
be
in
here
anymore,
but
thank
you
for
having
me
come
and
talk
so,
like
Sherry
said.
For
me,
it
started
back
in
2012
when
I
got
back
into
the
classroom
and
I
was
not
happy
with
what
I
was
seeing
as
far
as
being
able
to
tell
my
kids
or
see
where
they
were
at
as
far
as
misconceptions
and
Jonathan
was
talking
about
all
the
different
processes
and
I
just
didn't
feel
like.
It
was
quick
enough
for
me
to
help
them
when
they
weren't
understanding
things
and
I
saw
about
a
30.
E
Second
blip
of
this
teacher
standing
in
the
middle
of
their
classroom
with
whiteboards
all
the
way
around
and
just
talking
and
pointing
at
different
things
and
I'm
like
and
I
got
on.
The
phone
like
I
need,
I
need
45
bucks,
I'm,
going
to
Home,
Depot,
really
I,
just
didn't
like
doing
bulletin
boards,
so
I
covered
every
square
inch
with
white
boards.
Not
just
my
bullet
boards
are
fine,
but
so
it
was
covered
in
whiteboards
and
immediately
saw
the
misconceptions:
go
away
really
quick!
E
So
you
know,
if
you
imagine,
a
class
of
32
students,
and
one
of
them
is
rounding
incorrectly.
If
you
want
well,
I
may
not
know
that,
because
they're
at
their
table
at
their
at
their
desk
and
I,
may
not
see
it
for
a
week.
You
know
until
the
quiz
when
they're
working
up
at
the
boards,
you
see
it
right
away
and
you
might
see
it
on
four
or
five
boards.
Well,
all
you
have
to
do
with
your
laser
pointer
is
say:
are
you
sure.
C
B
E
And
then
you
just
see
this
wave
go
around
the
room,
everybody's
fixing
their
answers,
and
we
call
it
knowledge
Mobility
now
and
the
group
that
I'm
working
with
and
it's
a
really
powerful
thing.
But
you
only
need
to
see
one
misconception
and
you
can
fix
so
many
of
them,
and
so
when
I
started
teaching
that
way,
it
just
became
really
powerful.
But
I
am
not
a
doctoral
student
Nora.
Nor
do
I
have
a
doctorate
and
I
and
I
knew.
E
This
was
the
best
way
to
teach,
but
I
didn't
have
any
data
behind
it
and
I
just
kept
saying
I
want
to
go.
Tell
people
about
this,
but
I
don't
have
any
data.
I
can
get
anecdotal
data.
I
think
this
is
great,
but
that
was
it
and
then
during
covid,
I
came
across
I
started
playing
phone
tag
and
do
you
know
this
person?
E
Do
you
know
this
person
and
I
came
across
I
came
across
Peter
littlebell
and
he
hadn't
published
his
book
yet,
but
it
was
out,
and
people
like
you
need
to
talk
to
this
guy
and
so
I
ended
up
on
the
phone
with
his
a
professor
up
in
Canada
and
he's
like
listen
to
my
podcast
and
call
me
back
and
like
if
it's
interesting
call
me
back
and
I
called
him
back
and
I'm
like
I'm
in
all
in
this
is
it
I
stood
up?
I
was
clapping
during
his
podcast.
E
My
kids
were
like
what
are
you
doing?
Dad
I'm
like
oh,
this
is
amazing
and
he
had
been
doing
everything
I'd
been
doing,
but
better
and
for
longer.
He'd
been
doing
this
research
up
in
Canada
for
years,
compiled
all
the
research
and
then
wrote
a
book,
and
so
I
started
training
for
him.
This
Summer
and
this.
E
Those
are
my
standing
desks.
We
got
a
donation
from
St
Luke's,
three
or
four
years
ago
to
build
standing
desks
for
our
classroom,
and
this
to
me
just
warms
my
heart
when
you
hear
that
doesn't
sound
on
Caleb
okay.
So
when
you
go
into
a
lot
of
classrooms,
it's
really
quiet
and
T.
There
are
teachers
and,
thank
goodness,
I,
don't
have
an
administrator.
That's
one
of
these
people
that
loves
classrooms
to
be
quiet.
There's
got
to
be
a
thinking,
so
it's
got
to
be
quiet.
A
E
E
E
What's
awesome
story
with
all
those
people
but
I
just
love
the
the
thinking
and
the
energy
that
you
can
see,
and
you
know
the
the
visual
that
you
can
see
from
the
kids
and
and
and
one
of
the
first
things
that
always
happens
is
people
like
they
must
be
copying
after
you
search.
E
E
So
that's
my
room-
and
here
is
this-
is
my
very
first
year.
Those
are
all
the
shower
boards
covering
up
all
my
bookshelves,
which
was
perfect.
E
That
was
my
first
year
and
right
away.
You
can
just
see
all
the
all
the
magic
happening.
I
showed
this
to
Peter
and
he's
like
you're
not
supposed
to
have
come
up
with
this
idea.
Before
I
wrote
my
book.
E
E
So
I
I
could
shift
and
to
tell
you
a
little
bit
about
Peter's
work,
Peter
little
dolls,
his
name
and
he
had
gone
out
into
some
schools
up
in
Canada
and
worked
with
some
teachers
and
the
thing
he
found.
What
was
really
disturbing.
Oh
I'm,
gonna
I'll.
Let
you
think
about
that
for
a
minute
I'm
not
going
to
quiz
you
on
it.
D
E
He
went
and
started
researching
all
these
schools
and
what
he
found
was
kids
weren't
thinking
they
were
80
of
students
spent
zero
time
thinking
in
a
math
classroom,
and
twenty
percent
of
them
spent
twenty
percent
of
the
time
thinking,
and
it
was
really
disturbing
right
because
you
look
out
in
your
classroom
like
oh
look
at
my
great
students,
they're
all
doing
such
a
good
job
of
thinking
and
when
he
comes
right
down
to
it,
they
weren't
and
so
well,
if
they
weren't
thinking,
then
what
were
they
doing
right?
So
there's
the
stallers.
E
C
E
There's
the
kids
that
are
faking
it
the
ones
that
not
that
any
of
you
have
ever
seen
this
kid
or
been
that
kid
right.
Oh
I'm,
taking
notes!
Oh
yeah
and
they're
writing.
Oh
so
interesting,
and
then
you
look
down
at
that
piece
of
paper
and
there's
nothing
on
their
paper
and
they're
like
I'm,
actually
pretending
you're
a
race!
Oh.
E
Such
a
good
idea
teacher
right
but
they're
not
actually
doing
anything,
there's
the
kids
that
will
actually
try
it.
Those
are
the
ones
we
love
right,
the
ones
that
they'll
engage
and
get
into
the
math
with
you
there's
the
Slackers,
the
ones
that
will
just
do
anything
they
can
do
to
not
do
anything,
but
the
most
dangerous
ones
are
the
mimickers
and
honestly
they're,
the
ones
that
we
probably
most
of
us
were.
We
were
really
good
at
I,
see
you
do
it
I'll,
do
it,
but
I'm
not
really
going
to
process
it.
I'm,
just
gonna.
E
Do
exactly
what
you
tell
me
to
do,
and
that's
it's
a
really.
It's
it's
a
dangerous
one,
because
mimicking
will
only
get
you
so
far
until
you
have
to
actually
apply
the
the
knowledge
and
you
see
it
start
to
break
down
up
in
above
algebra
like
we
were
talking
and
and
you're,
starting
to
figure
out
why
that
happens.
Well,
the
mimicking
doesn't
work
anymore
and
you
have
to
start
breaking
down
ideas
and
developing
and,
and
so
the
mimicking
starts
to
have
a
problem.
So
here's
my
explanation
for
what
you
need
to
do.
E
This
is
my
ham:
it's
a
ham
and
in
schools.
I
think
we
need
to
talk
about
the
ham
and
here's
why
we've
been
doing
math
education,
the
same
and
I
have
I
mean
Jonathan
could
attest
to
this.
We
have
pictures
of
math
classrooms
from
the
20s
and
they
look
almost
identical
to
math
classrooms.
Now
kids
are
in
rows,
everything's,
perfect,
they're,
doing
all
their
things
and
we
really
need
to
break
some
norms
and
I
always
think
about
my
ham
and
I.
E
E
I'm
like
okay:
well,
let's
call
she's.
Oh
that's
the
way
my
mom
puts
it.
So
we
call
Mom,
hey
Mom
Sanders.
Why
did
you
cut
the
end
of
the
ham
off
when
you
put
the
ham
in
the
oven
and
she's
like
well,
that's
what
my
mom
did
Grandma's
still
alive
good
thing:
let's
call
Grandma.
We
call
Grandma
when
you
cook
a
ham
and
you
put
it
in
the
oven.
Why
do
you
cook
the
egg?
Why
do
you
cut
the
ends
of
the
ham
off
and
grandma
says?
E
Well,
because
my
Pan's
too
small
right
and
and
sometimes
that's
what
you
guys
are
supposed
to
laugh
by
the
way.
So
we
do
things
because
it's
the
way
we
were
taught
right
and
we
don't
really
process
why
we
have
to
do
that
and
I
think
in
math
education.
That's
part
of
the
problem
is
we're
only
doing
this
because
we're
actually
becoming
the
students
who
mimic
and
we're
mimicking
what
we
were
taught
and
that's.
E
Why
I
just
love
this
building
things
in
classrooms
model,
because
it's
trying
to
break
the
mold
of
that
and
so
Peter
went
through
and
did
the
research
up
in
Canada
and
they
came
up
with
a
list
of
practices
and
in
that
list
of
practices
they
came
up
with
three
that
are
the
easiest
to
implement
that
create
the
biggest
amount
of
change
and
the
first
one
is
oh
there
they
are
the
first
one
is
this
type
of
tasks
we
give
the
kids,
so
we
want
to
try
and
give
them
thinking
tasks,
not
tasks
that
are
just
simple
procedural,
but
that
actually
will
get
them
thinking
and
and
when
we're
starting
the
year,
we
always
use
non-curricular
tasks
like
the
cats
and
the
mice
and
all
that
stuff
just
to
build
the
habits
of
being
at
the
boards,
showing
your
thinking
experimenting
and
being
okay
with
that,
and
we
find
that
if
they
build
the
habits
of
having
those
non-curricular
tasks,
when
you
point
them
at
curriculum,
they
just
tear
it
apart.
E
So
those
are
some
non-curricular
tasks,
but
people
always
ask
well:
where
are
you
gonna
find
these
amazing
curricular
tasks
and
I
find
them
everywhere,
they're
in
the
books,
the
textbook
authors
just
usually
do
all
the
thinking
for
you.
So
we
take
like
you
know
if
the
30
question
assignment
go
to
question
number
28
write
it
down,
take
away
all
the
thinking
and
there's
usually
a
really
good
task
there.
If
you
take
away
everything
that
the
curriculum
that
the
textbook
authors
did
for
them,
they
make
it
too
easy.
E
We
talk
about
delivery
of
our
tasks.
This
is
one
of
the
things
I
love
that
I
hear
from
Shay
all
the
time.
Man
when
I
come
in
your
room,
the
kids
are
on
it
right
away
and
I
try
to
have
them
up
with
the
boards
working
within
the
first
five
minutes
of
class,
so
we
tape
roll
and
they're
on
the
job.
Within
the
first
five
minutes
we
had
a
group
of
teachers
in
again
from
Boise
today.
That
was
one
of
the
first
things
they
said
was
cool.
E
You
guys
have
roll
done
and
we're
working,
and
it
was
so
fast.
I
didn't
even
know,
classes
started
and
the
kids
were
already
up
the
boards
working
and
I
just
love
that,
because
it
gets
them
transferred
from
what
they
were
doing
on
the
hall
or
what
was
happening
in
the
period
before
and
now.
They're
totally
engaged
in
math
right
away
and
I.
Just
love
that
the.
E
It's
a
really
big
one
vertical,
visibly
random
groups,
so
we
have
every
every
class
has
them
every
school
has
them.
Every
teacher
has
these
kids
that
you
know
should
never
be
in
a
group
together
right
and
so
we're
like:
hey
kids
today
we're
working
in
random
groups,
and
then
these
two
would
never
be
paired
together
in
a
group
right.
What
we
have
are
visibly
random
groups.
So
when
the
kids
walk
in
every
day,
they
look
up
the
Whiteboard
and
the
first
kid
in
I'll.
Ask
them
hey,
give
me
a
number
between
one
and
ten.
E
Three
click
click
click
and
it
randomizes
the
groups.
However
many
times
that
kid
says
and
that's
where
they
go,
they
just
find
their
groups
and
off
they
go
and
kids
their
tolerance,
their
their
ability
to
work
in
groups.
You
know
I
might
not
like
working
with
Mr
Swan,
but
I
only
have
to
work
with
them
for
a
period
and
then
maybe
I
won't
have
to
be
in
his
group
tomorrow.
Right
I,
don't
have
to
be
in
the
group
with
the
know-it-all.
That
does
all
the
work
right.
E
Together,
you
approach
them
and
you
say:
hey,
you
guys
do
awesome
and
they
have
done
so
good
in
math
this
year.
Students
like
that
that
just
get
because
they
they
want
to
prove
that
they
can
work
together
and
it's
an
amazing
thing
and
then
my
other
favorite
analogy
for
random
groups.
Well,
what?
If
you
have
groups
that
you
know
are
so
different
and
I
love
the
fact
that
I
think
diversity
is
a
strength
right.
E
So
if
you
think
about
everybody
as
a
piece
of
Swiss
cheese,
I
have
holes
in
my
mouth,
Jonathan,
households
and
his
might
even
sure
you
have
holes
in
yours,
but
when
we
take
everybody's
holes
and
we
take
them
and
line
up
our,
we
put
our
stacks
of
Swiss
cheese.
Together,
we
help
fill
in
each
other's
holes
and
you
and
I
love
that
it's
every
day
we
switch
groups
because
then
you
you're
with
a
different
person
each
time
and
your
holes
are
filled
differently
every
time
and
it
creates
a
really
synergistic.
E
Atmosphere
for
math
am
I
going
too
long.
So
then
the
other
one
is
whiteboards,
and
so
we
we
want
them
up
at
the
vertical
boards.
Working
in
there's
a
huge
amount
of
research
for
non-permanency,
it
needs
to
be
temporary
because
kids
are
way
more
apt
to
write
something
on
the
wall.
Well,
on
a
whiteboard.
E
If
they
know
it's
not
permanent
right,
so
I
can
write
it
up
there,
I'm
okay,
putting
my
ideas
up
there,
because
I
can
just
erase
them
really
sneakily
if
I
think
they're
wrong
or
if
I
look
over
there
and
they're
wrong
I'll
erase
them,
and
so
this
was
a
student
who
is
trying
to
explain
his
thinking.
It's
really
great,
but
you
can't
hear
him
because
my
class
is
so
loud.
E
It
was
a
systems
of
equations
introduction,
which
is
excellent,
so
the
last
thing
I'm
going
to
share
with
you
is
just
I:
have
four
students
interviewed
and
I
like
to
share
these
four
students
thoughts
because
I
know
I,
like
it
and
I
know
that
when
people
come
in
and
watch
and
I
would
invite
any
of
you
to
come
in
and
come
in
and
watch
the
room
talk
to
the
kids,
they
will
give
you
all
the
feedback
you
need
as
to
whether
or
not
it's
working
for
them,
but
I
like
to
have
I
like
to
have
some
evidence,
and
so
this
is
unscripted
and
you
can
tell
it's
unscripted
because
of
their
answers.
E
Right
you're,
like
that's
an
eighth
grade,
answer
right
there
and
the
question
was:
what
do
you
think
about
working
at
the
whiteboards
and
I?
Think
there
was
one
of
them
was
what
do
you
think
about
working
in
groups
and
they
definitely
give
you
the
eighth
grade
answer,
but
in
the
middle
of
it,
there's
a
nugget
about
why
this
method
works.
Why
working
at
the
boards
works
and
why
random
groups
works,
and
you
just
have
to
listen
for
the
Nugget
it's
there,
but
it's
some
of
them
are
really
buried,
but
I
just
love
these.
N
M
Actually,
like
it,
we
work
as
a
girl,
we
figure
it
out
and
there's
nowhere
right
or
wrong
answer.
He
tells
us
that
it's.
M
G
Then
he
gives
us
a
another.
G
G
L
Want
to
do
that
question
over
at
the
whiteboards
I
like
working
at
the
whiteboards,
because
you
get
to
draw
out
your
ideas
and
it's
not
just
on
paper,
and
so,
if
you
can
just
erase
it
real
quick
if
you
messed
up
and
he
can
come
over
and
draw
on
your
whiteboard
to
help
you.
E
So
they
like
working
at
the
board,
so
it's
not
permanent.
They
like
working
at
the
boards
because
they
can
see
other
people's
answers
right,
they're.
So
long,
looking
at
other
people's
work
isn't
a
bad
thing,
but
here
it's
I
can
get
help
when
I
need
help
right,
I
need
it
now,
so
I
can
get
it
from
other
people.
E
I
just
love
that.
So
that's
what
we've
been
doing
in
my
classroom
and
I
have
been
lucky
enough
to
start
being
able
to
go
and
spread.
E
The
word
we've
had
teachers
coming
in
from
Boise,
but
I
get
to
go
out
as
a
representative,
Caldwell
now
and
I've
been
to
Chicago
and
we're
going
to
Indiana
and
Montana,
and
a
lot
of
different
places
this
summer
to
spread
the
word
about
the
things
that
we're
doing
here
and
the
methods
that
we've
learned-
and
it's
just
been
a
treat
so
I
appreciate
giving
me
the
time
to
talk
about
it
and
invite
anybody
to
come
in
and
watch
it's
great.
E
H
Yeah
I've
got
a
question,
obviously
there's
a
couple
months
into
the
the
school
year.
Now
the
kids
are
getting
used
to
it,
but
I
remember
as
a
youth
and
hating
being
called
up
to
the
board
yeah,
and
so
how
do
you
get
over
that
initial
anxiety
of
the
kids
that
first
day
week
of
school,
where
it's
like?
Okay,
everybody
up
with
the
board
and
and
help
them
get
over
that
anxiety
of
being
up
there,
yeah.
E
So,
if
you're
not
going
to
go
to
the
boards
you're
going
to
be
the
ones
sitting
in
the
middle
of
the
room
while
standing
in
my
my
case-
but
it's
just
the
thing
that's
happening-
is
everybody's
everybody's
at
the
boards.
So
it's
not
you
on
a
pedestal,
working
and
I.
Think
that's
one
of
the
powerful
things
about
the
standing
standing
desks.
The
standing
whiteboards
is
you're.
E
It's
an
interesting
thing
to
be
standing
in
the
middle
of
a
classroom
and
when
they're,
just
jamming
I'm
in
the
middle
of
the
room
and
nobody's
paying
attention
to
me
like
this
is
awesome
but
yeah.
That's
definitely
a
thing
thanks
and.
B
D
Yes,
I
would
like
to.
Could
you
tell
us
again
the
name
of
this
Dr
Peter
Lobel.
E
E
I'm
trying
I'm
trying
yes
we'll
get
there
we'll
get
more.
A
You
I
mean
help
with
some
funding
and
but
also
you
know,
for
thinking
out
of
the
box.
Okay,
because
it
is
you
know
it's
a
the
middle
school
is,
is
some
years
that
kids
are
they're,
nervous
and,
and
you
know,
and
and
the
way
you
do
it
it's
and
also
the
part
of
grouping
with
different
kids
that
you
know
and
and
sometimes
the
person
you
thought
was
so
and
so
and
becoming
your
best
friend
or
building
relationships
with
the
other
kids
in
school
that
you
never
would
have
grouped
with.
A
I
Yes,
okay,
Mr
schleiger,
so
at
the
end
of
a
year,
if
you
have
a
student
who
you
they
came
in,
they
weren't
confident
just
want
to
know
what
does
it
look
like
for
the
student
who
said
well,
what
is
the
end
result
incident?
It's
your
you're
you're!
Looking
at
that,
it's
your
pers,
your
understanding
of
when
that
student
leaves
your
classroom.
What
do
you
see
so.
E
I
think
the
the
most
common
thing
that
happens
when
kids
enter
a
math
classroom
with
specialist,
so
Summers
happened.
They
enter
a
math
classroom.
90
of
them
are
they
math
has
not
treated
them
well
in
the
previous
years
and
a
lot
of
times
they
come
in
with
a
big
stigma
about
how
they
feel
about
math
and
I,
haven't
even
tried
yet,
and
they
believe
that
they're
going
to
fail
and
I
believe
that
teaching
this
way
and
this
method
really
breaks
down
those
barriers,
one
they're
not
afraid
to
get
help.
E
They
get
help
from
their
friends
regularly
now
or
the
people
on
the
boards
next
to
them,
they're
not
afraid
to
reach
out
for
help.
It's
so
scary,
to
be
sitting
at
a
desk
and
raise
your
hand
like
I'm,
the
only
one
that
doesn't
know
what
to
do.
You
they're,
just
not
gonna,
do
that
and
in
this
model
they're
way
more
apt
to
ask
for
help
right
away.
E
So,
instead
of
waiting
and
standing
there,
not
knowing
what
to
do,
they'll,
just
they'll
get
help
they'll
get
it
going,
and
so
they're
they're
more
eager
to
learn
they're,
not
as
afraid
I
talk
to
people.
My
daughter
goes
to
a
different
school
and
their
math
teacher
makes
them
right
in
pen
on
paper
so
that
they
can't
erase
their
mistakes
and
I'm
like
oh,
my
God.
It's
not
how
I
would
do
it,
but
that
I
want
them.
E
I
A
J
So
Madam
chair
trustees,
I'm
hoping
if
you
feel
comfortable,
we
could
switch
gears
and
take
a
look
at
our
literacy
progress
because
we
just
wrapped
up
our
assessment
week
this
last
week
and
so
I'd
like
to
share
with
you,
where
we
are
today
and
then
sort
of
how
we
compare
relative
to
the
state
and
I'm
going
to
ask
my
buddy
Caleb,
because
I'm
really
not
proficient
with
the
clicker
I,
can
tend
to
be
a
over
clicker,
so
Fields.
Thank
you
so
Madam,
chair
trustees.
J
J
That
this
is
the
state
average
I'd
like
to
point
out
Madam
chair
that
it
is
not
a
requirement
at
a
state
level.
It
is
highly
encouraged,
but
it
is
not
a
requirement
to
assess
students
each
month,
as
we
do
in
Caldwell
or
at
the
January
Benchmark
often
districts
do
that
just
to
kind
of
get
that
output
point,
but
it's
not
required
so
I
think
that
might
be
important
to
share.
So
what
I'd
like
to
note
is
tier
one
is
an
indicator
of
a
proficient
reader
in
all
grade
levels
in
public
school
districts.
J
All
students
take
five,
take
what
we
call
a
benchmark
assessment.
It
takes
about
15
minutes
or
so
a
month.
Cr2
is
the
near
proficient
student
and
tier
three
is
a
critical
care
student
or
a
student
who
in
literacy,
has
a
lot
of
Step
deficits,
so
we
have
a
great
opportunity
to
help
support
them
with
so
with
this
said,
our
district
average
compared
to
the
state
average
Caleb
if
you'll
click
on
the
second.
J
This
will
give
you
sort
of
a
an
overview
of
where
our
grades
are
K5.
So
I'll
give
you
a
quick
second
to
take
a
look
at
that.
J
So
Madam
chair,
tristis,
this
chart
is
meant
to
show
you
sort
of
a
couple
of
different
ways
that
we
are
approaching
our
data.
So
when
we
take
a
look
at
August
at
the
beginning
of
the
year,
this
was
our
starting
point
from
our
Kinder
kiddos,
all
the
way
down
to
fifth
grade
and
then
our
district
average.
J
In
addition
to
that,
it's
I
wanted
to
make
sure
that
we
are
mindful
of
what
our
goals
are.
So
we
sort
of
have
a
first
Benchmark,
which
is
the
61
61.
Is
the
state
average
that
we
tend
to
see
for
our
students
K3
across
the
state
of
Idaho?
Usually
it's
about
60
and
the
people
up
a
size
63,
but
about
low
60s
is
our
first
Benchmark.
J
Secondly,
though,
and
just
as
importantly,
69
is
what
is
identified
at
the
state
level
as
the
target
for
a
comprehensive
plan,
so
when
principals
and
Educators
gather
around
the
table
when
we're
talking
about
the
goal
in
life,
even
though
the
61
percent
is
sort
of
like
the
first
hurdle,
the
Finish
Line
really
is
the
69.
So
that's
the
goal.
I'm
referencing,
when
I
move
over
to
the
second
to
the
last
column,
about
the
difference
to
the
goal.
J
J
F
Share
has
they're
sort
of
the
only
group
that
has
gone
down.
We
do
have
a
sense
as
to
why
that
might
be.
J
Yes,
Madam,
chair
trustees.
We
actually
are
going
to
talk
about
that.
Next
read
my
mind,
all
right,
Caleb
with
that
cue,
actually
Madam,
chair
trustee
Manning,
if
you
wouldn't
mind
we'll
start
in
kindergarten
and
then
I
will
work
our
way
up
to
third
grade.
J
So
knowing
that
illiteracy
in
general
is
extremely
important,
I
wanted
to
highlight
specifically
at
K2
and
then
third
grade
to
trustee
Manning's
Point,
especially
with
our
focus
at
the
state
level,
on
literacy,
especially
with
our
Governor's
initiative
with
early
literacy,
and
share
the
way
that
we
take
a
look,
a
diagnostic
look
at
where
we're
sitting
in
Caldwell.
So,
for
example,
if
you
look
at
our
kindergarten
you'll
see,
we
have
three
trajectories.
We
have
the
red,
yellow
green.
What
happens
is
at
the
beginning
of
the
year.
J
We
find
this
is
our
starting
line
and
then
I
stationed
projects
out.
So
if
we
kept
on
the
trajectory
from
now
until
May,
so
in
this
particular
graph,
we
would
be
out
here
somewhere
we're
in
following
all
the
way
up
that
our
red
students,
it's
the
red
red
trend
line,
continue
making
forward
upward
progress,
they'll
move
into
tier
two
and
more
than
likely,
potentially
tier
one,
which
is
a
proficient
reader.
That's
the
labor
reading
when
we
elected
our
kindergarten
students
and
this
one
is
district-wide
in
January.
J
We
noticed
that
we're
a
little
bit
short
of
so
this
is
where
we
actually
explored.
This
is
what
our
trend
line
was
so
in
looking
at
that,
we
found
that
holistically
for
our
kindergarteners
in
Caldwell,
School
District.
59
of
them
were
successful
in
listening
comprehension,
that's
a
positive
for
them.
However,
what
contributed
to
us
falling
a
bit
short
below
the
trend
line
was
spawning
awareness,
so
phonemico
minus
could
include
things
like
identifying
rhyme.
J
Thank
you
being
able
to
identify
what
we
would
call
phoning
sounds
sounds
that
happened
at
the
beginning,
the
medial
part
of
the
word
and
the
end
of
the
word
and
then
syllabication.
So
we
know
that,
while
we're
Trucking
along
and
teaching
our
kindergarten
students,
we
need
to
pay
particular
attention.
J
J
J
However,
our
lowest
performing
skill,
our
skill
that
received
the
lowest
performance,
42
percent,
is
alphabet
alphabetic
decoding
when
we
know
that
students
have
opportunity
to
show
up
their
skills
with
alphabetic
decoding,
that's
decoding
of
words
right.
So
it
includes
the
opportunity
to
be
able
to
tackle
a
polysyllabic
word.
We
will
call
it
multi-syllabic
word.
J
J
So,
while
our
strength
is
vocabulary,
the
opportunity
that
we
have
in
first
grade
collectively
as
the
district
is
alphabetic
to
coding,
which
is
what
we
see
over
on
the
right-
that's
where
we
landed
so
actually,
maybe
if
I
could,
knowing
that
alphabetic
decoding
is
where
our
trend
line
here
was
established.
This
is
where
we
landed,
so
we
know
that
we
fell
short
of
this
trajectory
you'll
now
also
notice.
Now,
while
we
started
here,
we
had
a
bit
of
a
dip
in
September,
but
then
we
performed
above
the
line
for
October
November
December.
J
J
They
don't
taper
and
become
stagnant,
but
the
incline
is
less
than
what
we
see
in
Kenner
in
person
or
early
years
for
second
grade.
Our
area
of
strength
was
vocabulary.
54
percent,
our
area
of
opportunity
was
spelling
at
45
and
so
you'll
see
that
guy
on
the
right.
So
do
you
see
Madam,
chair
and
trustees,
how
we
have
our
trend
line,
but
then
our
triangle
fell
below
that,
which
means
that
we
have
opportunity
to
dial
in
on
things
such
as
solidification.
J
Again,
our
students
are
assessed
on
their
ability
to
write
and
identify
words
that
are
spelled
correctly,
that
don't
necessarily
fit
a
phonic
pattern.
Those
are
the
ones
you
really
can't
stand
out.
You
just
kind
of
have
to
know
them.
Those
are
important,
as
well
as
by
second
and
third
grade,
to
be
able
to
identify
spelling
patterns.
So
in
second
third
grade
we
would
expect
our
children,
for
example,
to
know
how
to
manipulate
a
word
if
we
had
a
suffix.
J
So
if
you
have
made-
and
you
are
make,
for
example,
make
and
we're
turning
it
into
making,
then
we
drop
silony
and
add
the
suffix.
That's
one
quick
example:
if
you
have
the
word
hop
and
you
want
to
turn
it
into
hopping,
but
we'll
throw
in
another
P
there
often
children-
not
often
sometimes
children
have
that
misconception
and
when
they
want
to
write
hope
hopping,
they
wrote,
hoping
or
making
it
becomes
macking
somehow.
J
So
those
are
just
a
couple
of
some
of
those
examples,
so
common
words,
spelling
patterns
Associated
with
adding
things
like
prefixes
and
suffixes,
and
for
us
in
second
grade.
We
have
an
opportunity
to
dig
a
little
deeper
in
that
and
then
trustee
Manning
to
your
point,
I
didn't
make
a
graphic
for
third
grade.
However,
I
wanted
to
share
that
a
highlight
in
third
for
our
third
grade.
Readers
is
comprehension,
we're
sitting
at
58
proficient
much
like
second
grade
spelling
was
our
our
skill.
J
That
requires
that
it
gives
us
the
most
opportunity
in
that
set
at
44,
but
a
lot
of
third
grade
spelling
rules
are
applicable
as
they
would
be
in
second
grade.
So
knowing
spelling
patterns,
knowing
sight
words
is
what
we
would
know
them
to
be
and
knowing
how
to
read,
read
and
write
them
on
sites
without
without
being
able
to
decode
them,
because
it
doesn't
always
work
out
that
way,
and
so
spelling
would
be
a
great
another,
great
opportunity
that
we
would
have
in
third
grade
to
get
us
above
the
trendline
trustee
manager.
F
J
F
J
I
agree
yeah,
yes,
sir,
so
I
guess,
my
answer
to
the
positive
is
58
of
our
students
in
third
grade
were
proficient
on
comprehension
where
we're
moving
from
learning
to
read
to
reading
to
learn.
Third
grade
is
you
just
touched
upon?
Is
the
very
critical
grade
for
that
to
happen,
so
I
think
it's
a
positive.
The
accomplish
comprehension,
nearly
60
percent
collectively
is
our
children's
strong
suit,
and
we
have
opportunity
to
focus
in
a
little
bit
more
intentionally
and
purposefully
in
spelling
and
all
all
the
things
associated
with
that.
J
Thank
you
so
in
Caldwell,
School
District.
What
I
wanted
to
mention
is
that,
each
month,
when
our
students
have
the
opportunity
to
progress,
monitor
all
of
the
data
is
collected
and
then
sent
to
administrators
and
their
instructional
coaches,
which
they
invent.
They
then,
in
turn,
share
with
grade
level
teams.
We
have
celebrations
at
the
building
level.
J
Not
only
is
data
shared
just
Statewide,
but
district-wide
building
wide
and
then
at
particular
grade
levels,
their
grade
level,
how
they
were
relative
to
their
same
grade
level
across
our
district,
and
then
teachers
get
their
individual
rosters
with
with
data
and
so
from
there.
They
have
opportunities
to
share
their
celebrations,
so
things
that
they
appreciate.
So
we
can
remember
to
keep
doing
what
we're
doing
well,
things
that
need
to
be
refined
and
tweaked.
J
These
skills,
for
example,
would
be
something
that
we
would
talk
about
and
then
creating
an
action
plan
for
moving
forward
until
we
progress
monitor
again
to
see
if
what
we're
doing
we're
seeing
that
trajectory
in
a
forward
upward
movement
and
if,
if
it
didn't
work
out,
then
let's
just
fix
it
like
we're,
not
going
to
kill
ourselves
about
it,
but
let's
just
fix
it,
tweak
it
and
refine
it.
If
it
is
working,
then
let's
make
sure
we
hold
tight
to
that
and
keep
doing
that
thing.
J
So
I
wanted
to
share
oh
well,
Caleb,
maybe
go
ahead.
J
So
Madam,
chair
trustees,
this
gives
you
our
testing
windows
so
you're
aware
when
those
are
happening
in
our
K5
elementary
schools,
the
Statewide
assessment.
So
this
is
a
mandatory
assessment
in
Caldwell.
We
are
choosing
to
give
it
the
week
of
May
8th
through
the
12th.
However,
that
isn't
Statewide
it's
just
when
Caldwell
chooses
to
do
it
within
the
window.
The
window
within
the
state
is
much
wider
than
that.
J
So
Madam
chair,
Tracy's
I,
wanted
to
leave
you
with
this
because
I
just
love-
oh
it
just
made
me
so
happy
I
wanted
to
be
back
in
the
classroom,
so
when
teachers,
so
what
I
do
is
I
share
the
data
reports
that
I
I
just
described
all
of
you
and
then
administrators
in
turn,
share
back
with
me.
A
sort
of
big
picture:
30
000
foot
walk
aways
from
their
building,
but
this
particular
fifth
grade
teacher
emailed
me
directly
said:
hey
Lang
and
I
wanted
to
give
you
my
glows
and
grows.
J
J
My
grow,
my
vocabulary
and
spelling
are
areas
where
my
tier
three
is
higher
than
29
and
21
respectful,
respectively
I
need
to
start
incorporating
more
vocabulary.
Direct
instruction,
maybe
start
using
glad
strategies
and
I
believe
that
this
could
really
help
my
class
out
in
spelling
thanks
and
then
the
teacher's
name.
J
So
when
she
spoke
of
folding
in
work,
Life
Strategies
glad
is
better
language
acquisition,
design
and
that's
the
training
that
we
offer
each
year
when
we
we
take
over
the
boardroom,
with
all
of
all
right,
all
of
the
things
and
all
the
walls.
That's
that
strategy
that
helps
with
vocabulary
proficiency
and
rigor,
as
well
as
as
well
as
spelling
it's
actually
all
encompassing,
but
it
just
really
made
me
happy
she's
out
there
nice
job,
sis
that
she
had
plan
of
action
moving
forward.
H
J
Sir,
absolutely
thank
you
Madam
Church
trustee
Butler.
It
happened
the
window
opened
for
us,
the
Tuesday
after
we
returned
from
breaks
to
January
10th,
and
then
we
ran
it
through
that
Friday,
and
it
was
intentional
on
our
part
because
we
wanted
to
see
what
our
students
were.
Returning
with
with
the
solid
foundation
after
break
yeah.
H
J
C
J
J
Cool
thank
you
for
that
and
then
I'm
sure
I
would
also
say
that,
isn't
it
great
and
gratifying
to
know
that
when
professional
development
is
offered
and
implemented
and
utilized,
that
I
mean
this
teacher
took
live
training
a
few
years
ago,
and
it's
just
nice
to
to
know
that
you
know
great
practice
stuck
with
this
particular
teacher,
with
a
lot
of
teachers
in
Caldwell
school
districts
to
keep
the
forward
momentum.
A
I
A
Right
and
then
next
on,
the
agenda
is
our
future
agenda
items,
and
you
know
this
is
a
time
that
we
would
ask
trustees
if
there's
anything
that
you'd
like
to
see
in
a
future
agenda
on
the
future
agenda.
Also,
we
are.
If
we
look
at
our
policy,
how
we
can
put
the
agenda
items
on
there.
You
know
trustee
speak.
A
We
have
two
trustees
speak
with
superintendent,
myself,
we'll
get
that
on
the
agenda,
so
that's
anything
that
anything
right
now
at
this
moment
that
you'd
like
to
make
sure
we
see
on
there.
F
I'm
sure
I
know
we
talked
a
couple
years
ago
about.
There
was
a
proposal
for
a
magnet
school
in
the
college,
school
district
and
then
a
code
would
happen,
and
we
I
don't
know
that
we
Revisited
that
discussion.
A
A
All
right
and
so
and
like
I
said,
if
you
have
anything
you'd
like
to
just
reach
out
to
us
and
we'll
get
it
on
there.
So
at
this
time
we
have
reached
the
point
where
we
will
go
into
executive
session.
A
So
at
this
time
I
would
like
to
ask
for
Action
to
go
for
a
motion
to
go
into
executive
session.
C
H
A
F
A
Yes,
so
at
this
time
Vice
chair
Manning,
would
you
please
read
why
we're
going
into
executive
session.
D
A
A
A
I
have
a
motion
like
to
ask
for
a
second
okay,
any
let's
go
into
about
all
those
in
favor.
Please
say:
aye
aye,
any
opposed
name.
Okay
motion
passes.
Did
you
need
to
make
a
roll
call
to
come
out
of
executive
session?
Are
you
good
for
that?
We're
good,
okay,
okay,
all
right!
So
we're
going
to
if
we
could
have
Vice
chair
Manning.