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District highlights personalized learning pilot, new curriculum materials and teacher-led self‑paced math
Summary
Administrators and teachers described the district’s work to expand personalized learning, introduce new McGraw Hill curriculum resources, use badges and standards-based practices, and pilot a self-paced math approach in some classrooms.
District instructional leaders and teachers presented the board with the district’s approach to personalized learning, described new curricular materials and showcased classroom examples of self‑paced instruction.
Presenters said the district has adopted new McGraw Hill products — Foundations (reading/phonics k–2), Inspire Science and Real Math — and is working to align those resources to the district’s personalized-learning vision. The presentation emphasized teacher support, transparency of learning targets and student ownership through badging and standards-based grading. One teacher, Alyssa Armburger, was raised as an in-district example of a classroom that had shifted from whole-group instruction toward small-group and individualized learning, particularly in math. Another teacher, Jeremy Young, described the time needed to adapt new programs and the value of peer observation and voluntary teacher-led sessions called “gold rush” to share instructional practices.
Administrators stressed the district is “charting its own path” and invited teachers to adapt program materials to local practice. The presenters identified common challenges: differentiating instruction for a wide range of student ability, providing teachers with consistent resources, and increasing teacher capacity through peer observation and professional development.
No policy change or formal procurement decision was announced during the presentation; the session served to inform the board about instructional direction and next steps for teacher support and resource alignment.
