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Rocklin Unified reports gains in math: district data show growth for unduplicated groups, continued focus on fractions and classroom practice
Summary
Director Davidson reported preliminary MAP and course data showing gains among socioeconomically disadvantaged, English learners and students with disabilities, citing a 16% increase for one target group and 7–9% pass‑rate gains in integrated high‑school courses; the district will sustain tutoring, coaching and a fractions focus in grades 3–5.
Davidson, director of academic improvement and MTSS for Rocklin Unified School District, presented the board with a detailed update on local math outcomes, program supports and next steps.
Davidson opened by placing Rocklin’s results in a national context — noting national declines on NAEP and NWEA/MAP measures after the pandemic — then contrasted that trend with positive local gains. For previously targeted groups, Davidson said the district saw a 16% increase in the percentage of socioeconomically disadvantaged students scoring in the "meeting" and "exceeding" bands on MAP assessments over recent years; English learner and students with disabilities cohorts also posted multi‑year gains.
At the high‑school level Davidson reported improvements in pass rates for integrated math courses, with preliminary increases of roughly 7–9 percentage points across the integrated sequence, and said everyday‑math models and before/after‑school tutoring contributed to those gains. He credited on‑site supports including two math coaches (Danielle Martling and Grace McCarty) and two special‑education coaches (Rachel Hartley and Brandy Flanagan) who provide targeted training and classroom support. "We are making progress towards that 5% goal," Davidson told trustees, referring to the district’s five‑year target for CAASPP outcomes.
Davidson described specific instructional priorities for the coming year: increasing instructional time and a targeted conceptual focus on fractions in grades 3–5, expanding building‑thinking‑classrooms practices through teacher cohorts and coaching, using common assessments to identify misconceptions, and scaling small‑group instruction and targeted tutoring. He also noted expanded summer school offerings and use of learning‑recovery funding to sustain additional sections and supports.
Trustees and the superintendent praised staff for the gains and emphasized ongoing monitoring; Davidson said final statewide CAASPP results and summer‑school pass‑rate adjustments will be reported in the fall after summer school concludes.
