Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Curriculum Implementation topic
No spam. Unsubscribe anytime.
District presents early gains after switching to Eureka Math Squared at junior high
Summary
District presenters told the board that the first year using Eureka Math Squared plus expanded iReady practice and targeted interventions has coincided with cohort growth on I Ready diagnostics and a 12‑point gain for one cohort; administrators emphasized practice on extended responses and student motivation ahead of spring IAR testing.
Administrators presented a progress report on junior‑high math curriculum implementation and early assessment indicators, saying the district moved from the original Eureka Math (first used in 2018–19) to Eureka Math Squared this year and is layering assessment practice and motivation strategies to prepare students for the spring IAR.
"Eureka Math Squared has taken the approach of streamlining the lessons and the modules so that a lesson can be accomplished in more of a traditional class period," a district presenter said, and staff explained that the revised lessons reduce heavy reading in math problems and allow teachers to cover more grade‑level content. The district added weekly iReady standards‑mastery practice and extended homerooms on Wednesdays to give students more targeted time on test‑style items, administrators said.
Presenters highlighted diagnostic results: a strong preACT showing (74% of current eighth graders on target for college and career readiness), a district‑wide 7‑point increase in the share of students performing at/above grade level on the winter iReady diagnostic, a drop in the share two or more grade levels below from 25% to 15% at one grade level, and an example cohort gain that rose from 41% to 53% meeting or exceeding grade level in math. Administrators cautioned that small cohort sizes mean a single student can move a percentage point and that final IAR outcomes will not be known until spring testing is complete.
Board members asked about the expected learning curve for teachers moving to the new materials; presenters said the transition should be faster than adopting a wholly different curriculum because the program retains the same rigor and learning standards. The district also described added instruction and practice on extended‑response math items (about 40% of the math IAR) and efforts to motivate students through goal‑setting, celebrations and targeted interventions.
Presenters said staff will continue to monitor spring IAR results to determine whether the midyear gains carry forward to the state assessment.
