South Lane SD 45J3 board hears K–12 math curriculum changes, expanded supports for struggling students

The South Lane SD 45J3 board heard a multi-level update on the district’s new K–12 math curriculum and plans to expand supports for students who are behind, including a pilot that would give some learners math instruction every day instead of every other day.

District leaders said the changes include a new high-school curriculum that uses real-world problem solving and group work, a Carnegie Learning curriculum at Lincoln Middle School and Bridges at the elementary level, plus online tools such as DreamBox and Mathia for individualized practice. Presenters said the district expects an implementation dip as teachers and students adjust but that the new approaches are intended to increase conceptual understanding and long-term achievement.

"At the high school, it basically means we expect students to show proficiency similar to, like a driving test. You need to show the skill in a testing environment," said Sarah Jones, a high-school math teacher. Jones described the district’s proficiency-based approach, which she said lets students retake unit assessments after demonstrating new learning with tutors or teachers.

Chris Wells, acting principal at Cottage Grove High School, said the curriculum and group-work model also support social-emotional learning by getting students to work together: "When kids work together, they struggle together and they learn together. It's hard to bully," Wells said, describing improved student collaboration.

Middle school staff told the board Lincoln Middle School is using Carnegie Learning to give students more time to practice and master skills. Wyatt Mahaffey, middle-school department lead, said the school also uses a daily "Lehi" period (30 minutes, four days a week) to pull students for targeted intervention and is piloting a sixth-grade intervention focused on basic operations.

At the elementary level, Crystal Bowman, a fourth-grade teacher at Harrison Elementary School, said Bridges emphasizes community, manipulatives and multiple ways to show thinking. Bowman said Bridges includes a family-facing component; each instructional unit has a take-home letter that explains models and strategies for parents.

Presenters described several in-school and after-school supports: reteaching and unlimited retake opportunities tied to evidence of new learning, daily academic enrichment (except Wednesday) and teacher availability before and after school. Sarah Jones said teachers had recorded more than 1,400 teacher-initiated requests for help from students this year, and principals said teachers routinely use PLT (professional learning team) time to analyze MAP growth and craft interventions.

Administrators said a districtwide "double-dose" model — additional FTE so struggling students receive math daily rather than every other day under the block schedule — produced positive results in a small pilot and is a target if the district can secure staffing.

Board members and staff said the district will continue training on the new materials and monitor MAP and classroom data to refine implementation. Staff recommended continuing the K–12 alignment work and bringing additional details, including FTE implications, back to the board during budget planning.

Ending: District staff said the board will receive follow-up reports and classroom-level analyses this spring to show fidelity of implementation and early effects on student learning.