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Board approves $95,000 pilot to test two K–5 math programs across four schools
Summary
The Grand Island Public Schools Board approved up to $95,000 in L4L funds to pilot two elementary math resources (Amplify/Desmos Math and Eureka Squared) in four buildings next school year; the pilot will involve about 1,400 students and 66 teachers and use multiple quantitative and qualitative measures for evaluation.
The Grand Island Public Schools Board of Education voted to approve up to $95,000 to support a year-long pilot of two elementary math resources, district curriculum coordinator Daniel Berman told the board.
Berman said the pilot will place Amplify/Desmos Math in STAR and Sully Park elementary schools and Eureka Squared at Lincoln and Newell elementary schools, and will also include the district’s Skills Academy. About 1,400 students and 66 teachers are expected to take part. "The proposal is to approve up to $95,000 in L4L funds to support this year long pilot in all 4 buildings," Berman said.
The pilot follows a multi-step process mandated by district policy 73-20, Berman said: a resource needs assessment, an implementation plan, a diverse review committee and a field test. Stakeholder teams and a 17-member review committee narrowed an initial list to two finalists after studying district benchmarks, MAP growth and comparisons with similar districts.
Berman and the review committee identified two finalists based on alignment to Nebraska standards, embedded structures for student discourse and supports for teachers. "Lessons are task based and student driven," the committee reported of Amplify/Desmos Math; Eureka Squared showed stronger explicit routines and embedded scaffolds, the presenters said.
The district will use a triangulated evaluation approach during the pilot: district benchmark proficiency by standard, MAP growth, periodic teacher feedback forms (Berman said teachers will be asked to complete a short form every two weeks), classroom observations and qualitative reports from teachers and principals. Berman said the pilot committee and representatives from pilot buildings will monitor data and provide a recommendation for full adoption next year.
Publisher support will reduce upfront professional learning costs, Berman said; both vendors have offered complimentary training to support the field test. The board motion that approved the funding was made by Mr. Barsenas and seconded by Mr. Holly; the vote result was stated as "Motion passes" (tally not specified in the record).
Board members asked about evaluation criteria and timeline. Mr. Holly asked whether the district would rely on a single data source; Berman replied that the district will use multiple quantitative and qualitative measures so evaluation is not based on a single data point. A student representative and several teachers who helped select the resources emphasized the importance of family-facing materials; Berman said both finalists include take-home letters and materials, and that translations are available (some Spanish translations are still in progress for the newer product).
Berman said funds were set aside previously in anticipation of a future adoption; the $95,000 includes materials and manipulatives for classrooms and an implementation cushion to respond to teacher needs during the pilot. The district expects to return to the board with a recommendation after the pilot year.
The board’s action authorizes staff to purchase and place pilot materials so teachers can have manuals and kits before summer if vendors can supply them on that timeline.
