Dysart outlines math curriculum redesign to address flatlined achievement

District math staff presented a multi-pronged plan to address stagnant math outcomes, including revisited scope and sequence, a common K–11 lesson template aligned to direct instruction, spiral review, fluency practice and pre‑/post‑assessments.

Mister Frazier told the board the four‑year trend has "flatlined," noting the need to improve classroom management, depth of standards knowledge, explicit teacher modeling and built‑in fluency. The plan includes guided notes, an "I do, we do, you do" model, exit tickets for unit data and teacher training paired with classroom walkthroughs to verify implementation fidelity.

Staff said they will begin monitoring unit‑level data early next year; if teachers implement the model with fidelity the district expects to detect improvements by the first unit. Board members asked when results might appear and whether Saxon materials would be incorporated; staff said Saxon would be used as a resource in places where its components align.

Presenters emphasized teacher coaching, pre‑assessments to target pacing and remediation lessons for students who don't learn the material in whole-group instruction. The board thanked staff and encouraged continued field testing and review.