DISTRICT CURRICULUM AND ACHIEVEMENT GAP PLANNING COMMITTEE ACTION PLAN AND REPORT

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DISTRICT CURRICULUM ANDACHIEVEMENT GAP
PLANNINGCOMMITTEEACTION PLAN AND REPORT

• Presented by
• Mr. Don Wahlers,
• District Curriculum and Instruction Supervisor
  for Math Science
• Dr. Danita Ishibashi, Assistant Superintendent
• June 21, 2010 Meeting

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Ewing Board of Education Goal 3 Curriculum and
Instruction Strategic Plan Development

• To facilitate the development of a multi-year
  strategic plan in curriculum
• design, instructional improvement and
  professional development that will
• address district targeted areas for improvement
  in math and the Achievement
• Gap.
• Objectives related to this goal include, but are
  not limited to
• Creating a committee of stakeholders who will
  form a strategic planning committee to develop a
  course of action.
• Examining available best practices in math
  instruction and addressing the Achievement Gap.
• Examining the social-emotional supports that
  exist within our schools so that they effectively
  promote learning for all students and prepare
  them for success in a global society.

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Objectives related to this goal include, but
are not limited to contd

• Analyze recent changes in high school
  requirements and reform, and ensure that our
  secondary program is compliant and poised to
  promote achievement in the designated areas.
• Infusing progressive ideas and approaches into
  the classroom and our professional development
  program.

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Building a Foundation

• The focus of the building the foundation school
  years 2006-09 was to
• Research and select math curriculum programs that
  align with best practices in math instruction and
  the New Jersey Core Content Standards.
• Provide ongoing professional development for
  teachers enabling them to incorporate the new
  math programs in ways to engage students in a
  variety of verbal, written and hands-on exercises
  and activities.
• Address the Achievement Gap. The district
  participated in the Tripod survey, which provided
  data to address the achievement gap. The results
  suggested a need to focus on the development of a
  more positive disposition about math.

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District Committee Membership
Cross section of district staff and administrators

Staff Position Building
John Byrne Assistant Principal Antheil
Marjori Carroll Student Success Advocate/Parent Lore
Hugh Dwyer Assistant Principal/Parent Fisher
Nina Hartigan Classroom teacher Antheil
Keri Havel Math Teacher High School
Niels Kromann Basic Skills Math Teacher Lore
Marne Lampe Elementary Math Coach District
Erika Porter Dean of Students Fisher
Betty Jo Prince Assistant Principal High School
Joseph Reinhart Math Teacher Fisher
Jacqueline Verkade Special Education Parkway
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Strategic Planning Process

• Reviewed current research on best practices in
  mathematics instruction
• Analyzed district state assessment data
  identifying areas of strength and future focus
• Participated in cross building and grade level
  math instruction visitations
• Shared committee work with staff during building
  grade level meetings
• Established four (4) focus areas and created
  action plans to address each area
• Established an annual review and evaluation
  process to continually assessing implementation
  of the plan

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District Math Vision

• Ewing Public Schools will deliver an
  instructional program
• in mathematics where students are actively
  engaged in the
• discovery of math concepts and are applying these
• concepts in ways that they find meaningful and
  relevant.
• Ewing students will be mathematical thinkers who
  can
• reason, communicate and solve problems.
• Ultimately, Ewing students will master and will
  be able to
• utilize these math concepts and skills throughout
  their lives.

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Focus Area

• Mathematics Instruction (MI)
• Teacher Professional Development (PD)
• Home Support Mathematics Instruction (HSM)
• Achievement Gap- Helping All Students Succeed
  (A-G)

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Action Item Timeline 2010 2011 Achievement
Gap- Helping All Students Succeed
Topic/Action Plan Description Grade Levels
AG-Begin implementation of Algebra I full year for struggling students 9
AG-Establish co-teaching partners with a two year minimum commitment K-12
AG-Schedule initial PD on co-teaching best practices and expectations K-12
AG-Implement classroom application of research based effective practices for facilitating the success in mathematics for at-risk students K-12
AG-Provide contact with consultants offering sustained training on best practices related to co-teaching K-12
AG-Establish a process to collection/analysis Benchmark Assessments data K-9
AG-Create and offer survey to be completed by co-teachers as a tool for feedback K-12
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Action Item Timeline 2010 2011 Home Support of
Mathematics Instruction
Topic/Action Plan Description Grade Levels
HSM-Design teacher and student math demonstrations on website (podcasting) K-12
HSM-Schedule Family Math Night with math games (once a year in 2011, twice in 2012 at each school) K-8
HSM-Provide family resources on website (use Instant Alert to publicize put information in student handbooks) K-12
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Action Item Timeline 2010 2011 Mathematics
Instruction
Topic/Action Plan Description Grade Levels
MI-Establish instructional changes and decision making driven by analysis results K-12
MI-Establish Professional Learning Communities (PLC) to discuss various mathematical topics K-12
MI- Complete a scope and sequence and Pacing Document K-12, after the standards are published K-12
MI-Use of IC Maps in walkthroughs to guide instruction and increase curriculum fidelity K-9
MI-Extend instructional day for students by providing opportunities before and/or after school for remediation and/or enrichment. 2-8
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Action Item Timeline 2010 2011 Teacher
Professional Development
Topic/Action Plan Description Grade Levels
PD-Utilize data-driven focus on weak strand concepts via department/ grade level meetings/district PD K-12
PD-Provide after school, summer, virtual/ online seminars in specific math strand and concept development K-12
PD-Provide contact with consultants to offer sustained training of best practices in mathematics education 2 grades TBD from K-5
PD-Establish professional development followed by classroom application of research based effective practices for facilitating the success in mathematics for at-risk students K-12
PD-Provide release time provided for teacher observations in and out of district K-12
PD-Train of Building Administrators in use of Innovation Configuration (IC) Maps in walkthroughs for curriculum fidelity K-12
PD-Train of teachers in use of IC Maps to guide modifying instruction to target curriculum fidelity K-12
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Acknowledgement

• Thank you to all the committee members for their
  time, expertise and thoughtful recommendations!

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Questions and Comments