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Oak Park launches K–5 math resource review and sets 2026 pilot timeline
Summary
District teachers and curriculum staff presented a multi‑stage review of K–5 math resources, a mission statement and a plan to pilot two comprehensive programs in 2025‑26 with professional learning for pilot and non‑pilot schools.
District curriculum staff introduced a formal K–5 math resource review and pilot plan Tuesday night, describing a multi‑stage process to select two comprehensive elementary math resources for classroom pilots in the 2025‑26 school year and to provide differentiated professional learning for pilot and non‑pilot schools.
Why it matters: District leaders framed the work as a standards‑based effort to strengthen Tier‑1 instruction across eight elementary schools and to improve access to rigorous mathematics, with equity and teacher development central to the committee’s priorities.
Tawanda Lawrence (director for teaching and learning) and Jennifer Logan (curriculum coordinator) outlined five priorities for the math curriculum committee for school year 2024‑25: gather teacher feedback; finalize a mission statement for the committee; build a shared understanding of math standards and instructional shifts; select two resources for pilot by April 2025; and identify pilot units, sequences and professional learning needs for a January 2026 pilot start.
The review process will include: an initial scan using independent reviews (EdReports) to narrow resources that meet expectations; vendor demonstrations and committee access to demo accounts; rubric‑based evaluation; and a two‑school pilot in 2025‑26 (each pilot school will use both candidate resources during the pilot period). Committee members and pilot teachers will collect pre/post data in targeted units and survey families, teachers and students as part of the evaluation.
The committee described two strands of professional learning for 2025‑26: (1) deeper, vendor‑supported training and coaching for the pilot schools; and (2) district‑level professional learning for the six non‑pilot schools drawing on practical books — Mathematical Mindsets and Building Thinking Classrooms — to raise Tier‑1 instructional practice before a districtwide adoption decision.
Board discussion focused on whether strengthening K–5 instruction alone will create pathways that allow more students to take integrated high‑school math (and eventually advanced courses) without intensive summer acceleration. Board members asked whether the committee’s work should explicitly align K–5 sequencing with middle‑ and high‑school pathways and how communication to families and staff will clarify the district’s long‑term math strategy. Committee presenters said the K–5 work is the foundation for later grades and that district staff will continue cross‑level conversations with middle and high school leaders.
Ending: The committee expects to recommend two pilot resources by April 2025 and begin pilots in January 2026; staff said they will return with updates on pilot selection, units chosen for pilot and a professional learning calendar.
