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Rockford SD 205 study finds low classroom implementation of integrated math despite training; district plans coaching and PLC supports
Summary
A two-year academic return-on-investment study of secondary math showed high training rates but limited classroom implementation, prompting district leaders to roll out job‑embedded coaching, PLC guidance and curriculum alignment work for 2025–26.
Rockford SD 205 leaders reported the final findings of a two‑year Academic Return on Investment (ARI) study on secondary math during the Committee of the Whole meeting, concluding that training rates were high but classroom implementation and student outcomes lagged.
The study, which covered grades 6–12 and looked at staff training, quality implementation and student outcomes, found that only about 22% of high‑school classrooms met the study’s definition of “quality implementation” (nine or more of 11 instructional “look‑fors” present during walkthroughs), while middle schools showed higher but still limited implementation at about 44%.
District…
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