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Spencer‑Owen presentation highlights conceptual math teaching, IU lab‑school plan
Summary
Administrators described shifts to conceptual math instruction at Owen Valley Middle School, crediting a teacher-led book study, external coaching and a planned partnership with Indiana University to host early field experiences.
Tom Arthur told the Spencer‑Owen Community Schools board the district has steadily improved iLearn proficiency, rising from 25% to 29% while the statewide average moved from 34% to 36% over the same period. He said that progress reflects changes in classroom practice rather than a single programmatic initiative.
Arthur described teachers’ move toward “conceptual learning” after several math and special‑education teachers formed a book study around Building Thinking Classrooms, with Betsy Breedlove helping lead local implementation and outside coaching from Dr. Ryan Flesner. He said the change has produced practical classroom shifts — brain dumps at the start of class, perimeter whiteboards for students to explain work aloud, and stations that require peer discussion and error analysis.
To illustrate the shift from procedure to concept, Arthur used a classroom demonstration involving a roll of toilet paper to show why the surface‑area formula works, arguing the physical model helps students see the circumference as a rectangle’s length and height as the cylinder’s tallness.
Arthur said Indiana University’s Dr. Burch praised the district’s approach when two IU early‑field students observed the middle school. "To be honest with you, I think you guys are the only ones that's actually doing this," Dr. Burch told administrators, Arthur said. The district plans a July meeting with IU math faculty and hopes to host Owen Valley Middle School as a lab site for early field experiences.
Administrators also answered questions about assessment and supports. They said iLearn is designed to measure higher‑order thinking, that the district will use three annual checkpoints and that a tiered system — whole‑group instruction, small‑group interventions and one‑on‑one special‑education supports — will guide remediation. The district will pilot I‑Ready for reading benchmarks and use advisory periods (Patriot hour) for targeted work.
The presentation concluded with administrators noting the partnership and lab‑school plan are intended to strengthen both teacher preparation and the district’s instructional practices going forward.
