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Churchville Middle School pilot: staff and students report more active learning after switch to Illustrative Math
Summary
Principal Dr. Gina Bridal and teachers told the Elmhurst CUSD 205 board that switching to a problem‑based Illustrative Math curriculum at Churchville Middle School has increased student engagement and confidence, with teachers leading more class‑wide discussions and students reporting they understand problem‑solving strategies better.
Churchville Middle School administrators, teachers and students told the Elmhurst Community Unit School District 205 Board of Education on March 18 that full implementation this year of the Illustrative Math curriculum has shifted classroom practices toward problem‑based learning, increased student engagement and helped some students build confidence in mathematics.
Why it matters: The district described the curriculum change as part of a broader, multi‑school rollout to create a guaranteed and viable middle‑school curriculum. Board members flagged the change as an important alignment of staffing, curriculum and program priorities.
What presenters said
Dr. Gina Bridal, principal at Churchville Middle School, told the board the school had collected feedback from students and staff during its first year of full Illustrative Math implementation and used that feedback to refine instructional practice. Bridal said the district’s curriculum adoptions — including Amplify Science and Amplify ELA in other grades — form a coordinated approach across the three middle schools.
Teachers and students described practical changes in the classroom. One teacher summarized the shift as less teacher‑centered instruction and more student‑centered discussion, with teachers now “developing the skills to elevate student voices,” which helps drive learning. A sixth‑ or seventh‑grade student said the use of tape diagrams and problem presentation made the material easier to understand than in prior years. Another student described learning steps to solve problems rather than just memorizing solutions.
The curriculum’s design was described as guiding students from concrete to representational to abstract thinking, with concepts unrolled over several days and multiple strategies encouraged for solving a single problem. Teachers reported that students who previously were passive in class have begun to generate and share solution strategies.
Board response and context
Board members praised the administration’s approach of reviewing staffing and curricular needs together, and noted the curriculum change aligns with broader strategic priorities including student success and learning environment. Administration emphasized that staffing decisions are reviewed when vacancies occur to align positions to current student needs rather than simply replacing like‑for‑like.
A school leader also thanked the board for facilities investments (including a new auditorium at Churchville) and noted recent community events using the space.
Ending
District staff said they will continue to monitor implementation and adjust supports for teachers and students; the presentation was informational and no board action was required.
