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Creighton reports mixed progress on math goals; district expands coaching and summer cohorts
Summary
The board reviewed progress monitoring for two student‑outcomes goals focused on reducing minimal proficiency in eighth‑grade math and increasing proficiency for Black eighth‑grade students; the district will add a math coach, run teacher cohorts and rearrange curriculum pacing.
The Creighton governing board reviewed progress monitoring reports for two student outcomes focused governance goals targeting math performance and approved the reports at the May meeting.
Doctor Dupin (district leader for student outcomes monitoring) summarized Goal 1: reduce the percentage of eighth‑grade students scoring minimally proficient on AASA math from 73% (Aug 2023 baseline) to 48% by Aug 2028. Using district DNA benchmark data, Dupin reported the March/May post test showed 80% of eighth graders scored minimally proficient on the post test and that the district did not meet the near‑term interim target for that cohort. For the related interim metric focused on fifth graders (measure 1.2), the district exceeded the interim target: the post test rate for fifth grade minimal proficiency was 72% and improved relative to prior years.
Goal 2 targets an increase in AASA proficiency among Black eighth‑grade students from 0% (Aug 2023) to 28% by 2028. The district reported current measure 2.1 (this year’s eighth graders) showed 4% proficient on the post test and that the immediate measure was met. The interim measure 2.2 (fifth‑grade Black students) exceeded expectations with gains in proficiency greater than in prior years.
District staff and instructional leaders described the inputs and next steps behind the numbers: expanded coaching, targeted professional learning, classroom observations, a SWOT analysis with teachers, piloting Building Thinking Classrooms lessons in a fifth‑grade classroom, and a plan to rearrange scope and sequence so essential standards are taught earlier in the year. Staff said roughly 21 of the district’s fifth and eighth grade math teachers worked with a math coach and that coaches logged hundreds of hours of direct planning and coaching support this year.
To accelerate progress, the district plans to hire a fifth math coach, run summer and year‑long teacher cohorts (third–fifth and sixth–eighth grade), pilot a short “How to Learn Math” student cadre to increase student math agency, host family math nights, and refine formative assessments and pacing in a June design studio. The board approved progress monitoring report 4 for both Goal 1 and Goal 2.
Why this matters: The reports show some early signs of improvement at the focused (fifth‑grade) level and uneven results at eighth grade. The district’s plan emphasizes coaching, targeted PD cohorts and calendar changes intended to create earlier opportunities to teach essential standards to mastery.
