Chantelle Cowan, a district math presenter, told the Tooele County School District Board that the newly adopted K–6 Into Math curriculum is in early implementation and ‘‘rigorous’’ by design. Cowan said the district purchased materials late last school year, ran paid summer trainings, provided a Canvas self‑paced course for teachers and bought supplemental software called Waggle to support classroom use.

The district has incorporated implementation planning into its adoption process going forward, Cowan said, and will offer additional strategy-focused training for teachers unfamiliar with some of the program’s models. ‘‘Right now, students and teachers are in that learning pit because it is a definitely a rigorous program,’’ Cowan said, adding that teachers will need time and support to adjust.

District staff did not present district‑level quantitative results at the meeting but offered anecdotal evidence from classrooms. Cowan described a third‑grade class where students were ‘‘fluently multiplying and dividing’’ within the first quarter and said some teachers compared student performance on a test administered this year to the same test last year and reported marked improvement.

Board members pressed for details on data and parent supports. A board member asked, ‘‘Is there a specific plan in place to help people get out of the learning pit?’’ Cowan said paid, additional professional development purchased with the adoption will be used to target those needs and that teachers can access family‑connection videos and students’ online curriculum accounts so parents can view lessons.

Cowan also described the district’s early‑numeracy goals: raise third‑grade composite scores by 15 percentage points and move 59% of second‑grade students who start the year below benchmark to at‑or‑above benchmark by year’s end. The targets rest in part on an intervention flowchart piloted in third grade that the presenter said previously lifted the share of students moving from below benchmark to at‑or‑above from 42% to 54%.

Board members asked about interventionist staffing and turnover. Cowan said the district provides one math interventionist per school and many schools use local funds to add additional interventionists; she acknowledged ‘‘a lot of turnover’’ in those positions but said retention is showing signs of improvement after expanded training.

The board requested follow‑up on quantitative progress and asked staff to return with measured outcomes and retention figures. Cowan said the district is continuing to refine intervention definitions and data collection to seek stronger correlations between interventions and student growth.

The board did not take a separate action on the curriculum at the meeting; the discussion focused on implementation and monitoring plans.