District presents new K–12 math framework; parents, staff to review before rollout next year
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Summary
Marysville's curriculum office and instructional coach presented a new K–12 math framework the board reviewed March 20, describing evidence-based practices, parent engagement and an intended implementation timeline for 2025–26 pending final refinements.
Marysville Exempted Village School District curriculum staff presented a new K–12 math framework at the board's March 20 meeting, outlining evidence-based instructional practices, parent and teacher engagement efforts, and a goal to implement the framework in the 2025–26 school year.
Instructional coach Cassie Saint John and the district curriculum director (name not specified in the public record) said the framework began with national research — including Institute of Education Sciences studies — and was developed after a two-year review of best practices for elementary and secondary mathematics instruction. The higher-grade band (7–12) emphasizes problem solving and preparation for Algebra I, while kindergarten through sixth-grade priorities include explicit instruction, mathematical language, multiple representations, word-problem strategies and fact fluency.
The presenters said the district conducted two parent council sessions (combined participation about 20 parents) and used their feedback to revise a draft framework. They also said the district intends to provide parent-facing resources after finalizing the framework so families can support math learning at home.
Key implementation points cited at the meeting: - The district intends to align the framework with Ohio's learning standards and with the district's existing literacy framework. - Teachers will receive professional development targeted to identified areas; the district will use a spring PD window to refine practice. - The district is evaluating instructional materials against state rubrics (EdReports) so resource adoption aligns with the new framework. - Administration said it aims to present the revised framework to principals and teachers in late spring and implement in the next school year, contingent on resource adoption and district scheduling.
Board members asked about parent engagement numbers, differences between digital and hands-on manipulatives and a timeline for rollout. Presenters said parent councils were positive about the emphasis on fluency and expressed interest in parent-facing guidance. On instruction delivery, district staff described a balance between pen-and-paper fluency work and digital manipulatives, citing research that found both have productive uses.
Ending: District staff said the framework is in final refinement with the goal of sharing a near-final draft at an additional parent council and with building principals before the end of the school year; a teacher-facing framework will come first, followed by parent resources.
