District reports Year 2 gains in illustrative math rollout; focus on questioning and synthesis

District math leaders presented a Year 2 implementation update for the illustrative math curriculum at the April 27 meeting, describing classroom walkthroughs, coaching, data collection and next steps.

Presenters reported that two coaches conducted walkthroughs in 107 classrooms to collect baseline and trend data on critical instructional practices. Staff used an implementation-reflection tool co-created with teacher leaders to identify progress and areas for growth. One presenter summarized expected distributions for implementation stages: "We expect 30 to 40% of staff to be in emerging, 50 to 60% progressing, and 5 to 10% implementing at high fidelity." The team identified questioning and consolidation/synthesis as key growth areas; in their analysis they reported moves from roughly 17% to near 50% on questioning measures in some observations and strong performance (91–93%) on developmentally designed practices.

Coaches described PD that included modeling, recorded videos of synthesis, site visits and a plan to broaden site-based data collection next year because two people conducting 107 classrooms is a heavy lift. Board members asked about measuring student outcomes and whether implementation dips typically appear on assessment data; presenters noted ongoing MCA testing and FastBridge checks and cautioned that an implementation dip in outcomes can occur during transitions but stressed longer-term gains with continued coaching.

Presenters said next steps include deeper building-level data collection, additional principal engagement and continued coaching cycles to maintain fidelity and to support new staff onboarding.

No action was requested; the presentation was informational.