District 49 board hears multi-year plan to raise middle‑school math proficiency, discusses algebra‑readiness options

At a recent meeting of the El Paso County Colorado School District 49 Board of Education, directors and district staff discussed a multi‑year approach to improving middle‑school math proficiency and debated how and when students should be placed into algebra courses.

District staff and a Math team representative described the work as a long, multi‑year effort rather than a quick fix. A staff member summarized the pace this way: “we're not a speedboat and we're not gonna be able to, you know, quickly turn this thing around. This is a a large, massive, you know, transport ship.” The presentation said coaches are working with teachers to focus instruction on foundational sixth‑grade concepts rather than trying to “make up the math along the way.”

Why it matters: Board members said early secondary preparation matters for high‑school success and cited research linking algebra outcomes with later school completion. Several directors pressed staff on whether students who score “far below basic” are being placed directly into algebra and whether that placement is fair or effective.

Discussion highlights

- Director Lavere Wright K. pointed to longitudinal, grade‑to‑grade comparisons in the presentation and said following cohorts from year to year shows “significant progress” for many students. Wright emphasized that students measured at lower proficiency in one year often show gains the next year when followed longitudinally.

- A district staff member (identified in the presentation as part of the math team) said many schools are still early in implementing daily algebra or algebra with a support lab and that a full year of algebra is not always complete by the time certain readiness assessments are given. The staff member said the district will pilot timing changes for the assessment and consider narrowing tested content so the measure better reflects instruction given by March.

- Director DeVola asked what the board can do to ensure algebra is taught every day. The staff response stressed that daily algebra or added lab support is usually a building‑level decision and the district can recommend and provide coaching but cannot mandate classroom scheduling for every school.

- Director Heil proposed creating an “algebra‑readiness” course or similar option for students who are not yet ready for algebra. Heil noted that a separate preparatory course could allow students to build skills in middle school and avoid placing a far‑below‑basic student into a standard algebra course where they might fail.

- Director Schmidt and others reiterated the board focus on grades 6–8 as a critical lever for improving future high‑school outcomes.

Classroom practice and coaching

Presenters said instructional coaching will emphasize student talk over teacher talk and connecting discrete skills (for example, points, tables and graphs) into coherent, conceptual understanding. The math team identified classroom coaching, common planning, and targeted interventions as their main strategies. The presenters said coaches are available to support teachers and that consultants working with the district remain “a phone call away.”

What was not decided

No formal board action or vote on course structures occurred at this meeting. Board members moved the discussion toward possible policy recommendations (for example, supporting daily algebra or adding an algebra‑readiness option) and asked staff to continue work with principals and department leads to pilot scheduling, placement and assessment timing.

Ending

Directors acknowledged early positive signs in the data and urged continued focus on middle school as the linchpin for future gains. Staff said they will keep the board informed as pilots on scheduling, course offerings and assessment timing are developed.