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Teachers and residents urge careful review of plan to change middle-school math leveling
Summary
Public commenters and teachers at the Jan. 23 meeting urged the school committee to slow down proposed changes to middle-school math leveling, citing curriculum review history, DESE pathways and concerns about teacher capacity and equity.
Community members and district teachers urged the Holliston School Committee on Jan. 23 to slow consideration of changes to math leveling at the middle school and to involve a fuller cross-section of teachers and high-school staff before moving ahead.
What was raised: Anne Kinode, who identified herself as a math teacher and parent, told the committee she had served on the 2011–2015 math curriculum review and described the care with which the district previously approached leveling. “When we did the last curriculum review, we were very thoughtful as to what we did,” she said, and asked the committee to give more time for broader input before acting on a math study-group recommendation that would remove or alter existing levels.
Kinode and other speakers recounted that the…
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