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Buffalo City School District outlines targets and interventions to lift sixth‑grade math performance
Summary
Chief Academic Officer Anne Botticelli and Director of Mathematics Jadon Wagstaff told the board the district will target economically disadvantaged sixth graders to raise New York State grade‑6 math proficiency from 23.5% to 26% and described diagnostics (ALEKS), a new core curriculum, coaching, and professional learning communities to close gaps.
Anne Botticelli, the district—s chief academic officer, and Jadon Wagstaff, director of mathematics, presented the Buffalo City School District—s plan to raise sixth‑grade math achievement and to reduce the proportion of students scoring at the lowest levels on interim and state assessments.
Botticelli said the board—s five strategic goals include closing achievement and opportunity gaps and accelerating learning. For the current cohort of economically disadvantaged sixth graders, the district set a New York State grade‑6 math proficiency target of 26%, up from a prior cohort—s 23.5%. For the district—s internal I‑Ready diagnostic, the interim target for the same cohort is 25% proficiency (up from about 20% for the prior cohort), with an additional growth target to reduce students at the lowest performance level.
Wagstaff used two released state items to show what sixth‑grade standards require: a 2017 item that tests interpretation and computation with fractions and a 2024 item on volume with fractional edge lengths. He reported that 35% of Buffalo students selected the correct volume answer on the 2024 item while 39% chose a common distractor, and he identified common misconceptions—such as adding mixed numbers instead of multiplying them—that drive incorrect answer choices.
To address gaps, the district emphasized layered supports rather than a single strategy. The measures described include: frequent use of an adaptive diagnostic and practice system (ALEKS) for grades 3–8; adoption of a new core curriculum and embedded pretests and short probes to surface misconceptions; professional learning structures (monthly Mathematics Learning Communities for administrators and teachers and Saturday sessions for planning); coaching observations by principals and targeted visits from TOSAs (math coaches); curriculum audits and data‑driven progress monitoring; RTI blocks reserved in school schedules for math intervention; and enrichment activities such as a district math league to accelerate interest and mastery.
Presenters noted COVID‑era disruptions affected foundational skill development for some cohorts and said the district is monitoring both state and local diagnostics to separate cohort effects from program impact. On access and logistics, Botticelli said ALEKS is available wherever students have internet access, including at home and during extended‑learning time, though after‑school implementation varies by building and is determined by school administration.
Board members asked for clarity on professional development and accountability. Botticelli described a two‑part teacher training plan (basic implementation followed by data‑use training) and said principals have been trained so they can support classroom teachers. The district also plans follow‑up coaching, modeled lessons, and targeted TOSA deployments when schools surface needs.
The presentation closed with the district—s commitment to monitor interim measures monthly and report progress to the board, while acknowledging annual targets and pacing may be adjusted as implementation data come in.
