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Trustees press district on Eureka Math and assessment consistency after curriculum committee meeting
Summary
Board members and staff debated whether student confusion and recent assessment results stem from Eureka Math or from inconsistent implementation; staff advocated for consistent teacher use, reassessments, and supplemental supports including ULLC coaching and 21st Century tutoring.
Trustees and staff spent significant time discussing math curriculum after a curriculum committee meeting with AMS math teachers and ULLC math specialist Sue Chittum. One trustee asked directly, “has it ever crossed our minds that maybe Eureka math may be the problem?” That question prompted staff to caution that assessment data and local gains do not clearly point to the curriculum itself as the cause.
District staff noted Eureka Math is widely used nationally and cited growth in district scores between some years. The staff presenter said consistency in teacher implementation and cross-grade alignment are critical and emphasized reassessments and extra-help opportunities so students can improve: “When I look at the reassessments that the most of the kids have done, they all did better,” the staff member said. Board members pushed for clearer communication to parents about practice problems and for teachers to align homework and grading practices across grade levels to reduce confusion.
Trustees discussed supports for students arriving from other districts with different curricula; staff described using STAR testing to benchmark new students and MTSS (RTI) processes to place students in tiered interventions.
