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Desert Wind Middle School spotlights data-driven math program; students describe hands-on gains
Summary
Desert Wind Middle School presented a math classroom spotlight to the Maricopa Unified School District governing board describing use of the ASU Next Education teaming model, IXL, common formative assessments and on-site tutoring; students and staff said the changes support collaboration and targeted interventions for grades 6–8.
Desert Wind Middle School staff told the Maricopa Unified School District governing board on Wednesday that a combination of data-driven planning, common planning time and new instructional strategies is producing stronger alignment and more targeted interventions in middle-school math.
The classroom presentation, led by Miss Bald of Desert Wind Middle School, described use of the ASU Next Education workforce model, common formative assessments, IXL practice, co-teaching and ADE-funded math tutoring to identify student needs and quickly target instruction. "Our foundation is the ASU Next Education workforce model," Bald said, citing dynamic student grouping, common team planning time and co-teaching as core practices.
Why it matters: Middle-school math proficiency affects later access to Algebra I, on-time graduation and postsecondary pathways. Desert Wind staff told the board the new structures are intended to increase student stamina for problem solving, create multiple pathways to answers and make reteaching more timely.
At the meeting, math department chair Mark Cunanan and academic coach Tessa Anderson joined Bald to explain how teachers use data talks, essential standard trackers and vertical whiteboards to scaffold instruction. Bald said teams meet daily for ASU teaming and have built an hour of common planning time into the master schedule so teachers can analyze data and adjust instruction in real time.
Students who spoke described concrete benefits. "I really love the fact that the class is really interactive and we can help each other," said Kai, an eighth grader at Desert Wind, describing use of whiteboards and peer comparison of problem-solving approaches. "You can show your thought process, and you can show other people what you think," Kai said.
Another eighth grader, Sophia, described improved teamwork and persistence after participating in community college math competitions: "Keep pushing and trying again instead of giving up," she told the board. A third student, Adam, said IXL helped him understand steps and that he earned a perfect score on a math screen: "I got a 100 on my math screens because I knew how to do it, and I understand it from the teacher." All student remarks were presented by Desert Wind during the classroom spotlight portion of the agenda.
Board members questioned program details. Member Owens asked what the biggest challenge to raising math proficiency is; Bald replied that stamina and creating a classroom culture where multiple solution paths are accepted are among the largest hurdles. Member Cutre asked about assessment frequency; Bald said teachers administer two common formative assessments plus a quarter 1 benchmark and a beginning-of-year benchmark — four data points so far this year — and that the use of daily common planning differentiates Desert Wind's approach by giving teams time to act on data.
The presentation also named supporting partners and tools: Math Solutions coaching, ASU professional development, IXL for practice and ADE-funded tutoring. Bald invited board members to observe planning sessions or classrooms to see the practices in action.
The board did not take formal action on the classroom spotlight; the item was presented as an information item and followed by questions from board members.
