Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Math Curriculum Assessment topic
No spam. Unsubscribe anytime.
District unveils math initiative emphasizing procedural fluency, leadership teams and targeted screening
Summary
Instructional coaches presented a district math plan that adopts Eureka Math2 and Big Ideas curricula, uses NWEA MAP and Acadience for screening/diagnostics, and emphasizes math leadership teams, assessment-linked interventions and a nine‑week intervention cycle.
Lake Pend Oreille School District instructional leaders on Sept. 9 presented a districtwide math initiative that emphasizes building teacher leadership, aligning curriculum to Idaho standards and implementing a standardized assessment and intervention system.
Lead instructional coach Lisa McElroy and instructional coach Amy Skogstad told the board the program aims to produce "confident mathematicians" by weaving five strands of mathematical proficiency — conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition — into instruction.
The district will use Eureka Math Squared (K–5) and Big Ideas (grades 6 and up) as its core curricula and provide annual training for both. McElroy said the district has formed elementary and secondary math leadership teams that will receive targeted professional development in a train‑the‑trainer model and will support on‑site instruction and assessment practices.
For screening and diagnostics, the district plans to use the NWEA MAP assessment as the universal screener and Acadience (computation diagnostics) as the follow‑up diagnostic. McElroy described an assessment flow: fall universal screen → diagnostic computation assessments → instruction aligned to needs → monthly progress monitoring.
Intervention resources the presentation named included Math Catalyst (an intervention within Eureka Math2), a "9 weeks to shine" improvement cycle using "Figuring Out Fluency," and supplemental computer‑adaptive practice tools. McElroy emphasized teacher‑led intervention rather than relying solely on computer programs.
"We want students to exit high school confident and competent," McElroy said, adding the initiative mirrors changes the state has made to math pathways and offers multiple pathways for students, including CTE sequences and dual‑credit opportunities.
The board received the report; McElroy and Skogstad said the math team will return with outcome data after implementation and progress monitoring cycles.
Ending: This report was informational; the board did not take formal action but expressed support and asked for future outcome data.
