Oak Park D97 outlines K–5 math pilot; recommendation to board expected in April
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Summary
District 97 presented its K–5 math pilot process, saying two resources were piloted and evaluated on seven criteria, with pre‑ and post‑assessments and teacher/family feedback to shape an April recommendation for a single Tier 1 curriculum. Board members asked about differentiation, special‑education supports, and parent transition help.
Oak Park Elementary School District 97 officials gave the board a high‑level update on the district’s K–5 mathematics pilot and the process they will use to recommend a single Tier 1 curriculum.
Dr. Tawanda Lawrence, introduced as part of the core instruction team, said the work is organized around the district theme "the joy of discovering mathematics" and grounded in equity, the Danielson framework for teaching and research such as Jo Boaler’s work on mathematical mindsets. "We are ensuring that every District 97 student reaches their potential in math," she said.
The district selected two resources to pilot this year (transcribed as "Amplified Desmos Math" and a second Bridges/intervention resource). Presenters described both programs as problem‑based approaches that promote student thinking, discourse and equitable access. The curriculum committee is using seven evaluation criteria tied to the district K–5 math mission statement and Illinois learning standards, including conceptual understanding, procedural fluency and application.
Presenters told the board that pilot schools (Holmes and Longfellow) and committee members are collecting implementation evidence through teacher surveys, PLC work and classroom observations. "We are administering pre‑ and post‑assessments to see how students have grown within the units of instruction that they're piloting," a presenter said, and the committee will use that data alongside teacher, student and family feedback to form a recommendation.
The board asked several substantive questions during the discussion. Members pressed how the district will document differentiation and the effectiveness of supports for multilingual learners and students with special needs. Presenters said special education teachers are participating in the pilot and that intervention materials are in use alongside a core Bridges resource in some classrooms; they also said English‑language supports are embedded in the Tier 1 resources and that Spanish materials are available for immersion teachers.
Board members raised parent‑engagement concerns tied to past curriculum transitions (Eureka was cited); presenters said the district plans to provide parent learning experiences modeled on an existing "Passport to Literacy" program once a resource is selected, and the district will return in April with pilot teachers and principals to present data and a recommendation for the board to consider.
No formal board vote or selection of a curriculum occurred at the meeting; the presenters emphasized they are still in stage 3 of a three‑stage review process and expect to bring implementation data and a recommendation for board approval in April.
