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District math update: targeted interventions, PLTs and early gains; long‑range proficiency goals remain challenging
Summary
Elementary, middle and high school math leads reviewed progress measures, instructional strategies and supports; staff described interventions, I‑Ready diagnostics, PLT work and algebra supports but acknowledged gaps to state proficiency targets.
District math leaders presented a progress update across elementary, middle and high‑school grades and outlined strategies intended to move students toward district DCEP (district continuous education plan) goals for math proficiency.
Jennifer Dahl introduced the session and said math was a top instructional priority. Scout Orr, director of math, science, technology and pre‑K, reviewed elementary data and interventions. Orr cited DCEP targets — 29.5% of elementary students at or above grade level and a 47% proficiency goal on New York State grades 3–8 math assessments — and described instruction organized around essential standards, weekly PLT (professional learning team) data review, staggered district common formative assessments, and in‑building math interventionists. Orr said I‑Ready diagnostics typically show a beginning‑of‑year dip with growth expected by mid‑ and end‑of‑year diagnostics; teachers use I‑Ready lessons and in‑class reteaching (Win Time) to address prerequisite gaps.
Monica Stetto, math department chair for grades 6–12, described similar PLT processes at the middle and high school levels, district common formative assessments, AIS and algebra lab supports, an algebra seminar and standard‑based grading in Algebra I that breaks performance down by standard and allows retesting. Stetto reported algebra‑course quarterly pass-rate improvements (quarter 1 to quarter 2) and said algebra teachers are using mastery maps, reteach opportunities, Delta Math and other digital resources.
Teachers and administrators discussed instructional strategies to help students show their reasoning on multi‑step problems and to build problem‑solving processes, including scaffolding multi‑part problems across days and 'building thinking classrooms' where students work collaboratively on vertical boards to surface strategies and reasoning.
Board members asked about the scale of interventions. School staff said elementary Win Time and math interventionists provide targeted small‑group intervention and that middle‑school AIS classes and intervention teachers are scheduled to provide prerequisite skills or reteaching. District speakers acknowledged that proficiency gaps to state goals remain substantial — algebra and state assessment proficiency targets are not yet met — and described continuing professional development, summer PD, BOCES partnerships and collaborative coaching to accelerate progress.
Administrators said the state’s assessment and evolving graduation requirements also factor into planning for pathway and course offerings and that the state’s changing assessment landscape will be monitored.
