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Board reviews K–5 math data and agrees to two‑year curriculum pilot
Summary
JAL Public Schools board reviewed kindergarten through fifth‑grade assessment data and directed staff to pilot a new math scope and sequence for two years to avoid locking into a long contract; staff said assessments show weaknesses in number sense and alignment with curriculum.
The JAL Public Schools board reviewed kindergarten‑through‑fifth‑grade assessment data and agreed to pursue a two‑year trial of a new K–5 math curriculum so the district can evaluate improvement before potentially entering a longer contract.
Presenter (Speaker 3) walked trustees through visualizations comparing the district’s scores ("the green line") with a national distribution ("the red bell curve"), saying, "You'll see that red bell curve? That is the national distribution scores. Ours is the green line." The presenter highlighted that while most grades align with the national curve, the data show pockets of low performance that are concentrated in early grades and a notable decline between fourth and fifth grade.
Board president (Speaker 1) and staff members said the district needs targeted early‑grade interventions. "When you look at math...you really see a big change there," the president said, noting concern about the drop from fourth to fifth grade. District staff explained that monthly and benchmark assessments (Istation and MAP) break results into subskills such as number sense, computation and measurement, but the assessments do not always align precisely with the current curriculum or classroom instruction.
Staff described a plan led by Mr. Loftus to develop a district scope and sequence. "Mister Loftus is ... strategically putting these things together," the president said, and added that teachers will use the resulting tool to sequence instruction by month. Staff also noted they will use AI tools to help draft curriculum documents that teachers will adapt into lesson plans and pacing.
To avoid committing to a long adoption cycle without seeing outcomes, the board agreed to evaluate the new materials over the next two years rather than immediately entering a seven‑year adoption. "This is a two‑year contract," the president said; the district will assess whether to renew or pursue another course at the end of the pilot.
Next steps include staff returning with the draft scope and sequence, continued analysis of assessment subskills, and implementation planning for teacher training and interventions targeted at K–2 number sense and other identified weaknesses.
