Building Confidence and Growth: How Meridian School District Is Elevating Math Learning with Eureka Math²

A District That Thinks Deeply About Learning

At Meridian School District, math isn’t just about numbers. It’s about possibility. The district’s teachers and leaders believe that when students learn to reason, explain, and problem-solve, they build skills that open doors for life.

Located near the Washington-Canada border, Meridian serves about 1,800 students across four schools. It’s a small district with vast ideas and a relentless commitment to helping every student succeed.

“We’re really big on evidence-based practice and achieving more equitable outcomes for kids,” said Tyler Dockins, principal of the district’s Irene Reither Elementary School, which has 810 students from pre-K to Grade 5.

That drive has led Meridian to rethink how teachers teach and students learn. Data guides decisions to build a clear picture of student growth that helps teachers respond to what learners need most.

When Meridian adopted Eureka Math² in the 2024–2025 school year for K–5, it found a curriculum that not only fit its philosophy but also strengthened it, helping both teachers and students grow in confidence together.

Seeing the Whole Student Through Data

Meridian’s approach to math improvement begins with a focus on the whole child. The district uses i-Ready and other measures to identify growth, uncover gaps, and adjust instruction in real time.

That intentional approach is paying off. By the end of the 2024–2025 school year, Meridian math proficiency grew by 5.3%, outperforming the Washington state average.

For Meridian, those results represent more than academic gains. When teachers can see progress in their students’ data, it reinforces their belief that what they do every day makes a difference.

Equity and Belonging at the Center

Behind every data point is a student, and Meridian’s leaders never lose sight of that. Their commitment to serving all kids well runs through everything they do, from curriculum choices to professional learning.

Dockins added that the district works closely with students to understand their experiences. “We hear kids say: ‘Yeah, I feel good about math.’”

That belief in belonging has produced powerful results. Sixty-three percent of multilingual learners in the district made measurable progress in math this year, up from about 20 percent after the pandemic. Somera credits that growth to an emphasis on discourse and reasoning, both central to the Eureka Math² approach.

“Math confidence isn’t just about getting the right answer,” she said. “It’s about knowing how to talk about what you’re thinking and why. That’s where we’ve seen the biggest transformation.”

Why Eureka Math² Was the Right Fit

When Meridian began evaluating new math programs during the 2023–2024 school year, leaders weren’t simply looking for new materials. They also wanted a curriculum that reflected their values and supported teachers in the act of teaching.

“We needed something that helped teachers understand the ‘why’ behind the math,” Somera said. “A lot of programs are about pace and coverage. Eureka Math² was about depth.”

The curriculum’s coherence, conceptual focus, and built-in teacher supports made it stand out. “It met a lot of the elements we were looking for,” Dockins said. “It had a low floor and a high ceiling, so all students could access the content. It also gave teachers the structure, flexibility, and support they needed to build consistency across classrooms.”

Just as importantly, the embedded professional learning in Eureka Math² aligned with Meridian’s belief that growth should happen as part of teaching, not separate from it.

Professional Learning That Builds Confidence

Meridian’s investment in professional development is exceptional. Teachers receive up to 20 one-on-one coaching sessions each year, along with regular professional learning meetings and professional learning communities that foster deep collaboration.

Dockins believes that strong coaching is essential for great teaching. “When teachers feel supported, they stay, and they grow,” he said.

The district’s internalization process ensures that teachers understand not only the sequence of lessons but also the reasoning behind them. “We practice lessons together,” Somera explained. “We model, co-teach, and give each other feedback. It’s not about evaluation, it’s about support.”

That culture of continuous learning made the adoption of Eureka Math² smooth. “The built-in supports gave our teachers confidence right away,” Somera said. “They didn’t have to guess what the next step was; it was right there in the curriculum.”

Real Results, Real Momentum

The results are clear. i-Ready and other data shows steady growth across grades and student groups, especially among multilingual learners.

Dockins agreed. “Math feels easier to teach now, and that’s powerful. When teachers feel that, students feel it, too.”

Classroom culture has shifted as well. “We hear students debating and asking ‘why,’” Somera said. “They’re not afraid to be wrong. They’re thinking like mathematicians.”

Beyond Math: A Model for Learning Across Subjects

The changes in math are influencing other subjects too. Teachers are applying the same discussion-based routines they use in math to teach reading and writing.

“We’ve seen teachers take what they learned about discussion routines in math and apply it to literacy,” Dockins said. “They’re using the same questioning strategies, the same emphasis on reasoning. It’s changing how kids talk about books, not just numbers.”

That cross-disciplinary learning reflects Meridian’s broader philosophy: When teachers learn deeply, students benefit across every subject.

“Good teaching is good teaching,” Somera said. “When you build a culture of curiosity and reasoning, it shows up everywhere.”

Lessons for Other Districts

When asked what advice they would give other districts, both leaders emphasized the importance of building strong systems to support great instruction.

For Meridian, Eureka Math² was the next step in a districtwide effort to strengthen both teaching and learning.

“When you align everything, the curriculum, the data, the professional learning, the results take care of themselves,” Somera said. “That’s when teaching becomes joyful again.”