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Board approves districtwide hands‑on math intervention after public questions about future state standards
Summary
The board approved a hands‑on, scripted supplemental math intervention for Tier 2/3 use in elementary schools. A public commenter warned the program could be out of compliance if state math standards change; the district said the material is supplemental and a state curriculum specialist raised no concerns.
The Davis School District Board approved a supplemental, hands‑on math intervention intended for Tier 2 and Tier 3 instruction in elementary schools.
District curriculum staff explained the material is not a new core curriculum but a scripted, manipulatives‑based supplemental program intended to address early numeracy and concept gaps. TJ Strain, who presented the item, said the program appealed to the committee because “it wasn't computer based... it was hands on... it was user friendly” and that it is intended to be used in short, scripted lessons during intervention time. He told the board one kit per school costs $2,500 and "we'll be able to outfit the entire district for about $160,000." The district said math coaches will train paraprofessionals and tutors to use the materials.
Why it matters: The board's approval puts a consistent set of Tier 2/3 intervention materials in place across elementary schools. Administrators said a single, districtwide supplemental will make it easier to train staff and monitor implementation than a patchwork of products.
Public comment and compliance question: Public commenter Melanie Mortensen raised a compliance concern during public comment, saying, “they are changing the math curriculum which could come out as early as next year and the supplemental program that you are considering, tonight would be out of compliance.” District officials responded that because the material is supplemental — not a primary adoption — it would not be the district’s core curriculum. Board Member Marsha (surname on transcript) said she contacted the state school board member, who in turn consulted the state math and STEM curriculum specialist; the specialist “confirmed that she doesn't, there are not any concerns with this material that's being adopted,” according to the board member’s remarks.
Formal action: The board approved the instructional materials adoption by motion (mover: Ms. Hogan; seconder: Ms. Barber). The item had been pulled from consent for discussion and was approved as a single instructional‑materials item.
Implementation: District presenters said they will distribute two volumes per elementary school, train math paraprofessionals and math tutors, and use the materials for short (about 25–30 minute) intervention lessons. Administrators emphasized the program is concept‑based rather than grade‑based so that students with gaps can receive instruction at the concept level rather than strictly by grade.
Ending: Board members praised the manipulatives‑based approach and district training supports; staff said they will monitor usage and provide additional kits if schools request them.
