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District updates on K–12 math review, honors pathways and GT program changes
Summary
District math and advanced-academic staff reviewed multi-year work on K–12 math curriculum, small-group instruction and 5–12 standards alignment following recent state standard finalizations. They also reported changes to gifted-and-talented (GT) identification, outreach and advanced programming at IJ for next year.
District curriculum leaders updated the board May 20 on math program review work for K–12, alignment of 5–12 courses to newly finalized standards and progress on gifted-and-talented (GT) identification and programming.
Elementary curriculum staff summarized a two-year sequence that revised unit-assessments, studied number-combinations fluency and conducted a book study on effective small-group math instruction. They said teams adjusted MCAs-preparation materials into a common location, paused some PLC work during REDAC training, and will resume PLCs to analyze revised unit assessments aligned to state standards.
Secondary math leaders reported eight initiatives from a 5–12 review, including establishing honors-entry conversations with multiple entry points, assigning benchmarks to assessment items, cross-grade communication on strategies, and updating calculator and testing tools (Desmos and other permitted tools). The district will start a full math curriculum review and plans to bring a part-time math coach (Tony Peterson named as coach) to support 5–12 implementation next year; accelerated courses are planned at IJ/Bolton.
On GT (gifted-and-talented) programming, district staff said they revised identification procedures to improve proportionate representation and updated communications to families. Identification uses multiple measures: STAR benchmarks, CogAT (including nonverbal categories), and teacher recommendations; district staff said teachers and grade-level leaders remain involved in nomination and screening. The district plans expanded enrichment at Fulton next year and more consistent letters to families about services and expectations.
Why it matters: Changes to curriculum, standards alignment and GT identification affect course placements, honors access and assessment practices. Secondary standards finalized in April prompted immediate crosswalk and alignment work, which the district said will be a multi-year process.
Trustees asked whether standards had significant changes; staff said some standards are new or moved to different grade levels, requiring intentional alignment work over multiple years.
