Greenwich School District details math strategies, says benchmarks and new tools point to rising proficiency
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Summary
District staff presented a 2024 K–12 mathematics update highlighting consistent curriculum (Big Ideas Math), expanded use of IXL for monitoring, targeted interventions across schools, and plans to align Pre‑AP College Board resources; staff invited questions at the March 21 Board of Education meeting.
Mike Reed, program coordinator for K–8 mathematics for the Greenwich School District, presented the district's 2024 K'12 mathematics update, reporting that Greenwich ranks at the top of local comparative districts on the 2023 SBA and outlining three strategies to raise student mastery: a consistent curriculum (Big Ideas Math), expanded advancement and acceleration options, and increased capacity to use assessment data.
Reed said the district now administers three benchmark cycles (A, B and C) and uses Benchmark B (administered in January) to gauge grades 3'8 progress relative to anticipated SBA success. He reported a positive trend in benchmark predictions versus actual SBA outcomes and said the district expects proficiency to increase in 2024 based on those trends.
To support classroom instruction, Greenwich has adopted Big Ideas Math across grade bands; Reed said the program has provided clarity on what to teach and how to teach it, and that teachers are using manipulatives, adapted games and nonpermanent vertical surfaces to create so-called "thinking classrooms." The district identified Year 3 implementation for K'8 teachers and Year 2 for grades 9'12 as a milestone in that rollout.
The district has increased use of IXL this school year to track individual student growth in closer to real time, allowing teachers to identify students for remediation or enrichment and to adjust instruction. Reed also said the district will align teachers' TEFL goals with PSAT performance and provide students with personalized Khan Academy practice via College Board account linkage to strengthen SAT/PSAT preparation.
On acceleration, Reed described universal CogAT screening for grade 2; additional testing options for families, buildings or the district; three five-week bridge courses for students aiming to move into Math 6A, Pre‑Algebra or Algebra; summer algebra and geometry courses with comprehensive finals; and a "test only" option with multiple summer testing opportunities.
At the high-school level, Reed said counselors and teachers confer with students on course recommendations and that Greenwich High School has begun administering LINQ IT to current Algebra I, Geometry and Algebra II students, with the transcript noting district increases of 7%, 12% and 15% on that measure. The department plans to adopt College Board common interim unit assessments beginning next year to provide unit-level feedback.
The update also addressed multi-tiered systems of support (MTSS) and intervention staffing: elementary schools typically provide one or two interventions per school; Western Middle School has two interventionists using an "aim and enrichment" model; Central Middle School has one interventionist; Eastern Middle School organizes double-jump sections plus dedicated intervention sections; and the district said it may consider adding a high-school interventionist in the future.
Finally, staff described the district's curriculum-management cycle (internal audit; selection/creation with stakeholder input; implementation and teacher feedback; progress monitoring) and said the K'8 curriculum is currently in the progress-monitoring phase and being implemented with fidelity. Staff closed by inviting questions at the March 21 Board of Education meeting.
The presentation contained descriptive performance claims, program timelines and staffing details but no formal motions or votes were recorded in the transcript.
