District presents new K–12 math framework, seeks parent and teacher feedback

Marysville curriculum staff presented a draft K–12 math framework to the board and community on March 20 and asked for further feedback from parents and teachers before a final draft is released this spring.

Cassie Saint John, instructional coach, and the district curriculum director (name not specified in the meeting record) said the framework draws on federal research from the Institute of Educational Sciences and other evidence-based sources the district reviewed beginning in 2022. The presenters said their work focused on aligning instruction vertically (across grade levels) and horizontally (across buildings) and on translating research recommendations into classroom practice.

"We started doing a lot of research, back in 2022... I read hundreds and hundreds and hundreds of pages of empirical studies," Cassie Saint John said. She summarized K–6 priorities in the draft as explicit instruction, mathematical language, multiple representations (including manipulatives), specific word-problem instruction and fact fluency. For grades 7–12 the framework emphasizes problem solving and strengthening algebra readiness.

The presenters said the district has held two parent-council sessions — the first in December and a second in February — and combined attendance across the sessions was about 20 parents. Parent feedback favored reintroducing fact fluency practice and expressed interest in parent-facing resources that explain how families can support math at home.

Board members asked about next steps and implementation timing. The curriculum director said the district aims to present the refined framework to building principals and teachers this spring and to begin implementation in the next school year, aligning instructional materials and professional development toward the framework. The presenters noted that, while the district intends to create parent-facing supports, the draft framework is currently teacher-facing guidance on instructional practice; parent resources are planned as a follow-up product.

In response to a question about digital versus pen-and-paper instruction, Saint John said the research showed both digital and physical manipulatives can be effective; the district expects to use a blend of methods and adopt strategies that prepare students for future coursework.

The board asked for the district to return with a revised draft for another parent council session and for a clear description of professional-development needs so principals can schedule training.

Why it matters: Board members and presenters said math instruction and algebra readiness are central to student post‑secondary preparation. The district framed the framework as part of a multi‑year effort to improve math outcomes that have trended downward nationwide, citing National Assessment data as background.

What’s next: The district plans to refine the draft after the March parent council feedback, present the revised draft to principals and teachers for further input, and release parent-oriented resources about helping students with math at home.