Enumclaw School District
K-12 MATH ADOPTION COMMITTEE
January 30, 2009
8:00 a.m. – 3:30 p.m.
Welcome! (8:00 a.m.)
Mission of the Committee
To review the state math curriculum and supplementary materials reports/recommendations from OSPI and the State Board of
Education, and select the best math instructional materials for adoption in our district at K-5, 6-8, and 9-12!
Aims for the Day!
Receive information updates since last Math Adoption Committee meeting
Tour the new K-12 Math Adoption website
Recognize the Importance of both Dialogue and Discussion in our Committee work
Affirm Our Committee Decision Making Model
Establish and affirm our Committee Group Norms and Decision Making Filters
Learn about a Side-by-Side Math Text Comparison Framework
Develop our Committee Textbook Selection Criteria and Scoring Template
Information Update (8:10 a.m. – 8:15 a.m.)
Changes to State Assessment System – New Superintendent of Public Instruction, Randy Dorn (attachment)
Confirm Tuesday, March 3 as Enumclaw Parent Math Night
Hooray! The K-12 Math Adoption Website is Operational! (8:15 a.m. – 8:30 a.m.)
Overview/Demonstration
Feedback: Additional Resources/Improvements?
Professional Framework for Interaction: Dialogue v. Discussion (8:30 a.m. – 8:45 a.m.)
Importance of recognizing distinction at various times in our Committee work
Review Hand-Out (attachment)
Small-Large Group Dialogue
Consensus Decision Making Model/Filters (8:45 a.m. – 9:15 a.m.)
Review Hand-Out of Decision Making Model/Filters (attachment)
Small-Large Group Dialogue/Discussion
Decision
Group Norms (9:15 a.m. – 10:15 a.m.)
Review Draft of Group Norms (attachment)
Small-Large Group Dialogue/Discussion
Time for a Break! (10:15 a.m. – 10:30 a.m.)

A Framework for Analyzing Differences Across Mathematics Curricula (10:30 a.m. – 11:00 a.m.)
Form Grade Level Groups (EK-2, E3-5, MS, HS, Adm)
Our Math Curricula Review Process: Committee Criteria Scoring and Side-by-Side Framework Comparison
Article by Mary Ann Huntley, University of Delaware (attachment)
Small Group-Large Group Dialogue
Establishing Our Text Selection Criteria (11:00 a.m. – 12:00 p.m.)
Private Think Time
Review Previous Reports/Resources
Small-Large Group Dialogue/Discussion
Draft Text Selection Criteria Categories
Lunch on Your Own (12:00 p.m. – 1:00 p.m.)
Establishing Our Text Selection Criteria…Continued (1:00 p.m. – 3:15 p.m.)
Small-Large Group Dialogue/Discussion
Draft Text Selection Criteria Categories
Consensus
Sub-Indicator Writing Teams
4-Point Rubric Writing Team
Consensus
Next Committee Meeting/Agenda
*Enumclaw th Grade Algebra Curriculum
Friday, February 27, 2009 8:00 a.m. – 3:30 p.m. District Boardroom
-Consideration of Important Local/State Math Initiatives
*Enumclaw District K-8 Math Assessments
*OSPI Changes to Math WASL/EOC Graduation Requirement
*SBE
*HEC Board “Senior Year” University Entrance Math Requirement
-Bridges in Mathematics Publisher Presentation
-Apply Text Selection Criteria to K-8 Math Programs
-Narrow K-8 Program Selections
-Discuss High School Instructional Materials Report
-High School Publisher Presentations
Homework for Next Meeting
Review High School Instructional Materials Report
Familiarize Yourself w/ All Documents Posted on K-12 Adoption Committee Website
Committee Meeting Dates
December 11, 2008
January 15, 2009
January 30, 2009
February 27, 2009
March 9, 2009
March 16, 2009
April 9, 2009
Adjourn! (3:30 p.m.)
8:00 a.m. – 3:30 p.m.
7:30 a.m. – 4:00 p.m.
8:00 a.m. – 3:30 p.m.
8:00 a.m. – 3:30 p.m.
8:00 a.m. – 3:30 p.m.
7:00 p.m. – 9:00 p.m.
8:00 a.m. – 3:30 p.m.
District Boardroom
District Boardroom
District Boardroom
District Boardroom
District Boardroom
District Boardroom
District Boardroom

Enumclaw School District
K-12 MATH ADOPTION COMMITTEE
DRAFT: 1-30-09
- Consensus among members will be the goal related to issues before the group.
- Consideration of a motion brought before the group will occur in the following manner:
Discussion
Call for Fist to Five
“Five Fingers” represents total agreement (This is the best solution and I give my complete support)
“Three Fingers” represents willing to support (I could live with this but I have a concern)
“Fist” represents will not support (I have serious concerns and prefer we not ratify this option)
- Full consensus is declared with 100% (total/willing) support.
- If full consensus is not reached, group members who voted “Fist” may share their perspective and influence the thinking of the group.
- Group members again discuss the (modified) proposal.
- Call for Fist to Five (again).
- If full consensus is not reached, a “fall back” decision making model is implemented.
- Proposed motion carries with 80% (total/willing) support.
Note: The basic premise of this decision making process is that even if a group member does not agree with a decision that is ultimately reached, he/she agrees that the process by which the decision was reached was a fair process in which all parties were allowed to voice their perspective.
- Is it in the best interest of students?
- Is it supported by research?
- Will it result in improved learning and/or performance?
- Is it good for staff?
- Are the logistics manageable?
- Will it be supported by parents/community?

Enumclaw School District
K-12 MATH ADOPTION COMMITTEE
– A reflective learning process in which group members seek to understand each others’ viewpoints and assumptions through respectful sharing and listening that emphasizes:
• Finding common ground
• Suspending judgment
• Inquiring to build shared meaning
• Integrating multiple perspectives
• Uncovering/examining underlying assumptions
– Dialogue that focuses on comfort rather than real learning
– Telling, selling, persuading, gaining agreement on one meaning or course of action, evaluating choices and selecting the best, justifying and defending assumptions. The purpose of discussion is to make a decision about actions that will move the group/organization forward.
Kaser,
Leading Every Day. WestEd
At its most ineffective, discussion is a hurling of ideas at one another…serial sharing and serial advocacy. When discussion is unskilled and dialogue is absent, decisions are often of poor quality, represent the opinions of the most vocal members or the leader, lack group commitment, and do not stay made.
Wellman. The Adaptive School: A Sourcebook for
Developing
Christopher Gordon Pubs. P. 57
Both dialogue and discussion are important aspects of effective communication. However, because meaningful dialogue is a necessary precursor to effective discussion and decision-making, and because dialogue that focuses on understanding is not typically emphasized in the rush of professional interactions in schools, our interactions throughout our work together will emphasize the use of productive professional dialogue. To assure such dialogue, following are some guidelines for our professional interaction:
• Respect the person speaking and those listening by not engaging in side-bar conversations during whole group dialogue/discussion.
• Respect one another’s right to private think time before dialogue begins.
• Work to make sure that everyone’s ideas are heard and valued in an equitable manner.
• If you disagree with another person’s idea, it is your responsibility to make it clear that you are challenging the idea and not the person who stated the idea.
• It is the responsibility of every group member to uphold the guidelines for interaction.
• The group facilitator can always be called upon to support in upholding these rules.
• If you have suggestions that might make it easier for participants to uphold these guidelines, it is your responsibility to share those suggestions with the facilitator.

Enumclaw School District
K-12 MATH ADOPTION COMMITTEE
DRAFT: 1-30-09
• Group members should be committed to achieving the mission of the K-12 Math Adoption Committee.
• The group will be committed to staying on task and will follow through on decisions.
• A schedule of meeting dates, times and locations will be established and made available.
• All effort and commitment will be made to adhere to the regular meeting times of 8:00 a.m. – 3:30 p.m.
• Minutes of previous meetings and reference materials will be made available to members via the district math adoption website.
• It is important that all voices are heard during discussions.
• The speaking order protocol will be observed either by members raising their hands for recognition by the facilitator.
• The speaking order protocol can be broken at the discretion of the facilitator to allow for brief, direct responses to a previous statement or question.
• Respect the person speaking and those listening by not engaging in side-bar conversations during whole group dialogue/discussion.
• Respect one another’s right to private think time before dialogue begins.
• Work to make sure that everyone’s ideas are heard and valued in an equitable manner.
• If you disagree with another person’s idea, it is your responsibility to make it clear that you are challenging the idea and not the person who stated the idea
• It is the responsibility of every group member to uphold the guidelines for interaction.
• The group facilitator can always be called upon to support in upholding these rules.
• If you have suggestions that might make it easier for participants to uphold these guidelines, it is your responsibility to share those suggestions with the facilitator.
• The group recognizes that opinions expressed by a member may be one of issue advocacy, and not a personal opinion.
• When discussion on a single issue becomes prolonged and redundant in nature, a member can signal that it feels like it’s time to bring closure.
• Group etiquette should be utilized during dialogue/discussions; members will conduct themselves with professional courtesy in communication; contrary opinions will be received in a courteous manner.