District secondary‑math staff reported improvements on interim, standards‑aligned assessments and described instructional practices and course redesigns aimed at widening equitable access to algebraic reasoning.

Scott Powers, executive director of teaching and learning, said interim measures (IMT 1, Algebra 1, Algebra 2 checks) showed strong improvement and reduced numbers of students in the lowest performance band across demographic groups. He called out Sammamish High School for “a tremendous amount of growth” in multiple subgroups.

Alyssa Galvan, curriculum director for mathematics, described a targeted Algebra 1 support course piloted at Interlake High School for newcomer students and students with limited or interrupted formal education (LIFE). The course pairs just‑in‑time supports with Illustrative Mathematics curriculum and provides scaffolds, native‑language materials, and pacing that allows English‑language development alongside grade‑level content. The pilot expanded to Sammamish and district leaders said they aim to scale similar options to other schools and to middle school pathways.

Classroom practitioners from Odell Middle School showed brief video examples of students working at whiteboards, using manipulatives and Desmos companion pages to encourage student discourse and modeling. Odell math teacher Erin Thomas and ITCL Candace Sutton described three year‑long goals: building mathematical mindset, increasing student voice, and offering varied entry points to tasks. The team also described integrating Danielson framework shifts and targeted professional development to address status and engagement disparities.

Board members asked about intake and placement for the Algebra 1 support course, grading practices, absenteeism impacts, and how to maintain momentum despite high chronic absenteeism. Teachers responded that Desmos companion pages, structured group work, and lab materials help teachers check understanding and address status; math coaches and classroom coaching support rollout.

District officials described plans to continue refining scope and sequence so that more students can access algebra by eighth grade when appropriate and to expand targeted interventions and Algebra 1 supports in middle and high schools.