Board approves tougher interim math targets after pretest gains, backs coaching and new assessments

Creighton School District trustees voted to approve the district's progress-monitoring reports and to adopt revised interim targets for two math goals after staff presented August pretest results and an expanded set of classroom supports.

District staff told the governing board that initial pretests showed better-than-expected results for several cohorts, prompting recommendations to make some interim targets more ambitious. Trustees voted to approve the Goal 1 and Goal 2 monitoring reports and the proposed adjustments to interim measures.

Why it matters: The adjustments change short-term targets that staff will use to track whether classroom changes are producing the intended improvements in math proficiency, and the board's approval unlocks continuing investments in coaching, professional development and classroom assessment tools the presentation described as central to the strategy.

What staff presented: District academic staff and the math team described a multi-part approach that they said is intended to reduce the share of students who are minimally proficient and to increase proficiency for targeted subgroups.

- Team and supports: The presenters included the district's math leadership and coaches and a district-hired math consultant who has begun classroom coaching. Staff said the board-funded reorganization let the curriculum office dedicate four coaches solely to math rather than splitting time with science. The district also contracted with an external math consultant to coach teachers in classrooms and help revise pacing.

- Instructional changes: Staff described a reworked pacing calendar that moves essential standards earlier in the school year so students have more instructional time before spring assessments and a stronger emphasis on small-group instruction during the math block.

- Assessments and monitoring: Staff reported creation of 79 short common formative assessments (CFAs) for second through eighth grades, with another set planned through January. The CFAs are four-question checks designed to be quick to give and to allow teachers to pull small groups and reteach within a two-week cycle. Staff said 85% of students took the first form A districtwide and that the district is already seeing some promising growth in round-two checks.

- Target changes and rationale: After reviewing August pretest data staff recommended adjusting several interim targets to be more ambitious because cohorts started higher than anticipated. For example, presenters said an August pretest showed a 5-point decrease in minimally proficient sixth-graders compared with their fifth-grade baseline; based on that momentum staff recommended a revised interim target of 55 for the May 2026 check for that cohort. Staff also recommended an adjusted interim target for the eighth-grade minimally proficient measure that reflected stronger-than-expected starting performance.

Budget, partnerships and other supports: Presenters said the board's prior budget allocations paid for substitute release time so teachers can attend PD during the day, for the consultant and for classroom coaching. The district reported a partnership that allows Creighton teachers to attend University of Arizona Center for the Recruitment and Retention of Teachers of Mathematics professional development sessions and said it purchased an adaptive tier-2 resource (Freckle) to align with assessment data.

Board action and procedure: A board member moved to approve the Goal 1 progress monitoring report; another member seconded and the board approved the report by voice vote. The board then voted to adopt the recommended interim-measure adjustments included in the report. The board later approved the Goal 2 progress monitoring report and the adjustments staff recommended for that goal as well.

Board discussion and concerns: Members asked how the district will prioritize students identified as high risk and how the district ensures the teachers most in need receive coaching. Staff answered that the CFAs enable quicker, targeted small-group instruction and that classroom coaching follows PD sessions with immediate in-class feedback to improve fidelity. Several board members praised the strategy'particularly the combination of coaching, pacing changes and quick formative checks'and urged continued communication to families about the work.

What comes next: Staff will continue interim checks through the year and report back at the board's monitoring schedule. Trustees also discussed plans to discuss outreach about the Student Outcomes Focused Governance work at upcoming community meetings.

Ending note: The board approved the monitoring reports and interim-measure adjustments as presented; staff said the adjustments reflect current cohort momentum and are intended to keep the district on track for its longer-term 2028 targets.