Changing Instruction

Monitoring Progress with

Timelines and Adjustments

Collaboration and Support

Resources, School and District

Evaluation of Success/Reporting to Families and Community

Students will complete an on demand Math task.

Students will use graphic calculators to explore mathematical problems.

Students will communicate orally and in writing mathematical and scientific ideas/procedures.

Students who enroll in the Capstone Course will apply and demonstrate problem solving skills in applied learning projects.

All students will have the opportunity to meet the GSE requirements.

Students will use problem solving skills in all courses.

Teachers will use best practice instruction that is supported by scientific research.

Ramp-up teachers will use common planning time to evaluate and revise instructional strategies.

Math teachers will assign textbook communication problems, cover graphic calculator sections, and assign problems accordingly.

Provide all students with access to the core curriculum.

Pair special education teachers with science teachers to maximize appropriate science laboratory experiences for all students.

Design appropriate assessments of problem solving skills to include open-ended questions.

Teachers will demonstrate and model appropriate problem solving strategies.

Teachers will participate in appropriate professional development.

Examine data from state testing, local testing, and CIM tasks.

Same subject teachers will communicate to ensure that the material is being covered at the same pace.

Teachers will require some solution justifications.

Teachers will share and analyze student work.

Utilize open house, report night, website, and newsletters.

Evaluate students whose math placement has been incorrect at the end of the first quarter for possible class change.

Provide pathways in the Program of Studies based on student needs and interests.

Discuss progress at faculty meetings, on professional days, and at voluntary department meetings.

Revise curriculum and adjust teaching strategies.

Provide opportunities for students to transition to on level math courses.

Provide continued support for Ramp-up Math/Integrated Math through common planning time and study groups.

Provide ongoing and appropriate professional development for Ramp Up Math and Special Education teachers in collaborative classes.

Design a conceptual chemistry curriculum with the support of district personnel.

Redesign the schedule to provide common planning time for all teachers, especially those involved in teaming.

Provide appropriate texts to support new curricular offerings.

Provide training for teachers so that all students experience a rigorous curriculum.

Math chairperson and district coaches will provide professional development and support.

Improve proficiency on Math CIM tasks.

Increase the number of students who meet standard on grade 11 state testing in Mathematics by closing equity gaps for special education students.

Increase scores on the mathematics portion of the SAT.

Increase the number of students who take the SAT.

Decrease the number of students who remain in ramp-up after grade 9.

Increase the number of students taking challenging courses