Giving feedback in the Math Curriculum Selection, Jan 2026

1/19/2026 3:06 pm

How to Give Feedback to District

1. Download & Review: Use the Instructional Materials Links to review each of the vendor programs.
2. Attend: Review the guide before attending one of the TWO Open Sessions
3. Submit: Complete the Official Feedback Rubric. Your comments are the only way to create an official record that our community demands more than just "meeting the standard."

WHY IS THIS IMPORTANT NOW? 

Based on our district history, this curriculum will be around for eight years. It's hard to think ahead to what students will need to be learning in the year 2030 and beyond. 

GCISD Curriculum Adoption & History

Different ways to review the materials

As you review each set of materials, either online or in-person, you can use this guide to apply your analysis. 

Suggested Questions for Open Sessions

• When looking at the 'Enrichment' tab for a particular grade, if a student finishes the lesson in 5-10 minutes, what is their next meaningful step?
• How do these materials/programs ensure a 4th-grade teacher (as example) isn't burnt out trying to support a small group of students needing beyond grade-level math, are there self-paced tools, or are there guides for teachers to follow? 
• Since we only have one year left on the iReady contract, have we considered the potential disconnect if we choose the iReady option for math? And would that support or break down the digital alignment over national rigor?

FAQs for Parents Who Have Questions About the Process

Q: Doesn't the State of Texas already pick the best books for us?

The state government (TEA) only provides a "pre-approved" menu of options. Their job is simply to make sure every book covers the minimum requirements (the TEKS). They don't rank them, and they don't check if a program is actually challenging enough for a student who is years ahead.

• The state ensures the "floor" is solid so no one falls through, but our local school board chooses the "ceiling." If we don't ask for depth and acceleration now, the district may pick a program built for the middle of the population, and does not meet the needs of those on the edges. 

Q: Does my individual feedback really change anything?

Yes—specifically because of how the process ends. After parents and teachers review these materials, the district administration makes a recommendation to our locally elected School Board Trustees. The Board then holds a public vote to finalize the contract.

• Your feedback on the district rubric creates a concrete data that can be shared with District Leadership and the School Board. When Trustees see a large percent of parents asking about a specific area, such as "GT acceleration" or "Math Literacy," it gives them the data they need to vote for the most rigorous option rather than the cheapest or easiest one.

Q: I’m not a math expert. Why should I be the one looking at this?

You don’t need to be an expert on math, but you ARE the expert on your students. 

• Community input provides additional situations for leadership to use as they evaluate the choices. Your lived experience may highlight something that the team had not considered before. And you are most likely NOT the only family. 

Q: Shouldn't we just leave this decision to the teachers?

Our teachers can provide their expertise, but they are often caught in the middle. They are under immense pressure to make sure every student passes state tests, which often means they have to "teach to the middle."

• By speaking up, you are actually supporting our teachers. When parents advocate for high-quality, "ready-to-go" GT materials, it tells the Board that the community supports spending the budget on tools that make the teacher’s job easier. It gives them the "green light" to choose the premium, rigorous materials that teachers want to use but are afraid to ask for.