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District presents math adoption and MCA results as board presses for evidence of growth
Summary
District staff reviewed Bridges (elementary) and CPM (secondary) adoption, showing incremental proficiency gains since 2021 but still below state targets; board members asked for more breakdowns demonstrating growth for highly proficient students and for evidence relating instruction patterns to test outcomes.
District curriculum staff presented the history and evidence behind recent math adoptions and the district’s math proficiency trends. Presenters described a multi-year program-improvement process that piloted four elementary and secondary programs; Bridges in Mathematics was adopted at the elementary level and CPM (College Preparatory Mathematics) was selected for secondary after a 2020 pilot. “Bridges promotes deep conceptual understanding, as well as problem solving and multiple strategies,” a presenter said during the elementary overview.
The presentation included MCA proficiency comparisons for the 2023–24 year: the district was about 1% below the state at the elementary level, 3% below at middle school, and 4% below at high school. Presenters noted most demographic groups showed gains since 2021 (for example, Multiracial and American Indian students grew by over 5% and White students by 6%), while Special Education students’ proficiency decreased slightly. Board members asked specifically how the district measures growth for students already proficient at grade level and where acceleration or differentiated supports are demonstrably improving outcomes; presenters said they will provide comparative growth data correlating participation in acceleration services to assessment results.
The district also explained classroom practices under the two curricula. CPM emphasizes collaborative problem solving and mixed-spaced practice; a presenter described launch routines and an estimated 15–20% of a lesson as explicit direct instruction at the secondary level, with guided exploration and teacher circulation to support small-group instruction. For elementary Bridges, the team described Number Corner, problems and investigations, and differentiated "workplaces" for reinforcement and enrichment. The board requested follow-up slides showing growth comparisons (acceleration participants vs. nonparticipants) and more granular data by site.
Provenance: topic introduced SEG 863; data discussion SEG 1100–1142.
