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MCPS board adopts Amplify Desmos math curriculum, authorizes up to $29 million for implementation
Summary
The Montgomery County Board of Education voted unanimously April 30 to adopt Amplify Desmos as the district’s Pre-K–Integrated Algebra II math curriculum and authorized up to $29 million over three years for materials, coaching and implementation supports; board members and community speakers stressed implementation and family-access plans.
The Montgomery County Board of Education on April 30 approved a districtwide adoption of Amplify Desmos mathematics for pre-K through Integrated Algebra II and authorized the superintendent to sign contracts and related documents for up to $29 million over the first three years to cover instructional materials, professional learning services and implementation support.
District leaders described a four-round selection process that engaged 164 participants — including teachers, principals, parents, students and community organizations such as the PTA and NAACP — and said Amplify Desmos best aligned with Maryland standards and the district’s goals for a coherent, grade-level math program. Chief Academic staff said the adoption pairs the curriculum with a multiyear professional learning plan that includes a mandatory grade-banded summer training day, ongoing job-embedded coaching with district instructional specialists, and a caregiver hub with short lesson videos and daily summaries in English and Spanish.
Parents and PTA representatives who testified before the board broadly supported the choice but urged the district to invest heavily in implementation. "Amplify Desmos is the right decision," Regan Kelly said during public comment, while multiple speakers warned that a single training day would be inadequate and pressed for ongoing coaching, planning time and progress monitoring.
Board discussion focused on two practical concerns: younger students’ screen time and family access to digital resources. Staff responded that K–2 instruction is designed to minimize student screen time (teachers use projected resources and manipulatives for young learners) and that caregiver resources are mobile-friendly; staff also said paper-and-pencil packets and community-based family sessions are planned for families without reliable technology access.
Superintendent Mark Taylor and instructional leaders said implementation monitoring will include classroom observations, trend analysis by cross‑functional instructional specialists, and student outcome data used to target supports. The board approved the resolution authorizing purchase and implementation supports; the vote was recorded by the board as unanimous.
