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Math coordinator outlines tiered intervention plan and new diagnostics for K—8
Summary
Math coordinator Heidi Arismo walked the board through the district's tiered math system: universal benchmarks (MClass) three times a year, daily IM instruction, Boost supplements, fluency practice and clear diagnostic pathways into Bridges, Math 180 and tier 3 supports.
Heidi Arismo, the district's math curriculum coordinator, presented a detailed overview of Willington's tiered math supports and new diagnostic approaches at the June 9 board meeting.
Arismo said all students take the MClass math benchmark three times a year and receive daily IM instruction at tier 1. "They'll all take the math benchmark which is MClass that's three times a year. They all receive daily IM instruction," she said, describing how the district uses benchmarks and unit assessments to identify students who need targeted reteach in the classroom before moving to tier 2 interventions.
Arismo described tier-1 reteach as triggered most commonly when students have significant gaps on unit tests (the coordinator said she uses a working threshold of about 80%), or when students repeatedly miss the same question types on benchmarks. For students who do not respond to tier-1 reteach, the district relies on diagnostic placements into tier 2 programs such as Bridges (K'6) or Math 180 (7'8). The district also uses progress monitoring cycles built into those programs: "Teachers and interventionists will progress monitor every five sessions," Arismo said.
She explained the district is expanding some online and fluency tools (Boost and fluency cards) beyond K'5 into grades 6'8 next year, and that all intervention-related data flows into longitudinal spreadsheets so staff can track intervention history across years.
Board members and parents asked about full-class reteaches when a majority underperform on a standard, continuity for students moving to regional middle/high schools, and acceleration opportunities for high-performing students. Arismo said the district can pause to reteach a full class when necessary and that the district has developed accelerated pathways (including an algebra track and an online geometry option) for students who demonstrate readiness.
Administrators said progress at K'3 — the cohort that has had the district model longest — is encouraging, and that the district will continue monitoring both progress and the relationship between fluency assessments and longer-term state measures.
Next steps: principals will draft action plans from climate-survey feedback this summer; the curriculum office will continue diagnostic testing and the phased rollout of fluency and Boost tools into upper grades.
