Arthur S. May outlines K–5 math push emphasizing number sense, fact fluency and family supports

An Arthur S. May presenter (staff member) told the Arlington Central School District Board of Education that the school this year focused buildingwide math work on number sense, place value, fact fluency and multi‑step problem solving, and that teams used Professional Learning Community (PLC) structures to create common formative assessments and targeted interventions.

The presenter said teachers used district curriculum maps and pacing guides and participated in a districtwide “15‑day challenge” to sharpen PLC collaboration. “All students belong to all of us, and their success is our shared responsibility,” the presenter said.

Why it matters: School leaders said weakness in foundational number sense and place value was linked with lower proficiency on assessments; the school adopted tools and routines intended to support both procedural fluency and conceptual understanding. The presenter cited National Council of Teachers of Mathematics (NCTM) research as a rationale for emphasizing both “the how and the why.”

School teams identified three buildingwide priorities — number sense, place value and multistep problem solving — after reviewing I‑Ready, teacher observations and other assessments. Teachers worked in grade‑level teams to build pacing calendars, develop standards‑based common formative assessments (CFAs) and use student work to plan interventions and extensions. The presenter said a fourth‑grade team found a “positive correlation between the use of CFAs to provide targeted intervention during a unit and student performance at the end of a unit assessment.”

As a classroom tool, teachers created grade‑level “math mats” stored on a shared drive to target priority standards. The presenter described the mats as allowing students to demonstrate understanding in ways that let teachers give immediate feedback and reteach as needed. Some mats are designed for dry‑erase use; others are paper copies.

The school also used vocabulary lists drawn from the New York State Next Generation PreK–8 glossary and distilled a grade‑level set to about 10 critical terms spanning K–5. Staff participants included grade teachers, Academic Intervention Services (AIS) staff, English as a New Language (ENL) staff, pupil personnel services, specials (art, music, PE), speech and occupational/physical therapy.

Family engagement was part of the strategy. The presenter described a K–2 family math night and distributed home‑use bags and manipulatives; attendance was lower than hoped but participants rated workshops positively. “The materials and knowledge sharing was excellent,” a parent comment was quoted in the presentation. The presenter said next year the school plans to move the family event to the fall so families have tools earlier in the year.

Students also had optional enrichment: a “Crazy Eights Math Club” and student‑made fourth‑grade math games, which the presenter said helped students practice and apply skills while inviting peer teaching.

The presenter described next steps as continuing to refine tier‑2 interventions using CFAs, further developing the math mats bank, and expanding family engagement. Teachers and AIS staff named in the presentation included Mr. Jennings and Laura Oliver as facilitators at the family math station.

The presentation was framed as an incremental, buildingwide effort that remains in early stages: some teams are further along than others and the presenter described the work as “dipping our toe in” with plans to expand and refine the approach next year.

Ending: The presenter thanked teaching staff, custodial staff and the PTA, and invited board members and community members to an upcoming open house where fourth graders will present their games.