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Arthur S. May outlines K–5 math push focused on fluency, vocabulary and problem solving
Summary
Arthur S. May Elementary presented a K–5 math strategy emphasizing fact fluency, prioritized academic vocabulary and grade-level 'math mats' to support instruction and intervention; staff will deepen CFAs and expand family engagement in 2025–26.
The Arthur S. May presenter told the Arlington Central School District board the school has prioritized three areas to raise K–5 math proficiency: fact fluency, academic vocabulary and multi-step problem solving. "All means all," the presenter said, describing a buildingwide professional learning community approach and a 15‑day PLC challenge guiding collaborative teacher work.
School leaders reviewed fall assessment data from I‑Ready and classroom observations and said those reviews led the school to concentrate on numbers and operations and algebraic thinking. Using NCTM research as an anchor, the presenter described balancing procedural fluency (accuracy and efficiency) with conceptual understanding (the how and why).
To support classroom work, teams developed grade‑ and standard‑specific "math mats" housed on a shared drive so any K–5 teacher can use them for immediate feedback and reteaching. The presenter said a Grade 4 team used pacing calendars and common formative assessments (CFAs) to monitor progress and found a positive correlation between targeted CFA use and end‑of‑unit student performance.
Family engagement was another focus: the school held a K–2 family night with hands‑on strategies and take‑home bags of manipulatives. Attendance was lower than hoped, but participants praised the materials and asked for more examples of everyday practice — "How can you do this in the grocery store?" the presenter said — prompting a plan to move such events to the fall in 2025‑26 so families receive tools earlier.
Student engagement efforts included a Crazy Eights Math Club and fourth‑grade student–created games that will be shared at an upcoming open house. The presenter described these activities as ways to practice priority standards in motivating formats and thanked teachers, custodial staff and the PTA for supporting the work.
Next steps include continuing targeted Tier 2 instruction guided by CFAs, expanding family partnership opportunities, and refining the shared bank of math mats through the next school year. The presenter emphasized cross‑building collaboration, citing involvement from AIS, specials, speech and OT/PT staff to provide multiple touchpoints for learners.
The presentation ended with an invitation for board members and community to attend the open house where students will demonstrate the games and activities.
