Board hears draft K–12 math progressions; parents press to preserve seventh‑grade Algebra pathway

District curriculum leaders presented a draft redesign of secondary mathematics progressions and placement rules at the March 17 board meeting.

Melissa Symansky described two planned additions to the accelerated pathway — a Math 7 Accelerated course next year and a Math 6 Accelerated the following year — and a decision to eliminate the double‑accelerated track. She said the redesign is intended to close gaps where students entering Algebra I lack standards-aligned content from Math 8. "We're trying to build in more fluidity and movement as students are moving through the system," Symansky said, noting the work is still in draft form and the district will continue community engagement.

Key placement changes include replacing the previous override‑heavy practice with a "pass/pass" prerequisite for Principles of Geometry: students must pass the year-long Algebra course and the Algebra I Regents to be eligible. For students who meet some but not all thresholds — specifically those with a course average below 75 and a Regents score below 70 who nonetheless enroll in Geometry — administrators said the district will pair them with concurrent AIS (academic intervention services).

Administrators tied the progression changes to staffing: the presentation included 0.4 FTE dedicated to geometry (0.2) and Algebra 2 (0.2), and an additional 0.6 FTE in mathematics (0.4 for intervention at the high school). Pilot intervention tools (Freckle at elementary/middle and FastBridge for MTSS data management) and embedded coaching were also highlighted.

Public comment focused heavily on seventh‑grade Algebra. Several parents and students urged the district to preserve an option for students ready to take Algebra in seventh grade or to allow individual testing to determine readiness. Alex Janovsky, speaking from the audience, called the change an equity concern and asked for more data explaining why a previously available pathway would be removed. "We view this as an equity issue… it's not an extra budgetary resource," Janovsky said.

Administrators said the draft is intentionally conservative, aims to broaden access systemwide and will be adjusted based on data and community feedback.

What’s next: the district will finalize placement criteria and the program-of-studies language and notify families before implementation; the board and administrators invited further public engagement.