ConVal board adopts Illustrative Mathematics for K–5 after two‑year pilot

The Contoocook Valley School District School Board voted to adopt the Illustrative Mathematics curriculum for kindergarten through fifth grade and authorize a K–5 rollout beginning in the coming school year.

Board members heard a two‑year pilot summary presented by Sean Hilliard, principal at Greenfield Elementary, and Eric Rothaus, a fourth‑grade teacher, who described classroom practices, professional development and student engagement observed during the pilot. Hilliard said district pilot data from NWEA growth measures showed greater gains in most grades for classrooms using Illustrative Mathematics. Rothaus, who taught with the program, told the board students were “excited” and reported parents commenting on new family conversations about math.

Board members asked about evidence from other districts, potential challenges for teachers unfamiliar with group discourse strategies, and costs. Hilliard and Rothaus said the program is open source, reducing license fees; printing student workbooks and acquiring some manipulatives would incur modest costs that the district would cover from curriculum renewal funds and Title II professional development dollars. The administration proposed providing professional development and peer coaching before the full K–5 launch to support teachers who had not piloted the program.

The board moved and seconded a motion to adopt Illustrative Mathematics for K–5. The motion passed with a standard voice vote.

The rollout plan described to the board calls for K–5 adoption next school year, fifth grade adoption immediately, and staged piloting for middle grades to avoid disrupting older students’ scope and sequence. The administration said it would provide two professional development days and use existing pilot teachers for peer coaching.

Board members and presenters said the program’s emphasis on student discourse and conceptual understanding — described by speakers as “math talks” and visual representations — aligned with recent district professional development on thinking classrooms and would help address persistent gaps in math outcomes.

The board did not specify a precise total implementation budget in the meeting; presenters said most costs would be modest and should be manageable within existing curriculum renewal allocations and Title II funds. The administration will return with implementation details as planning proceeds.