mathematics strategic plan 2014

Mathematics Strategic Plan

Elmwood Park Public Schools 2014-‐2015

Richard D. Tomko, Ph.D. Superintendent of Schools

Elmwood Park Public Schools Mathematics Strategic Plan 2014-‐2015

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Contributing Administrators Caleb Rhodes Director of Curriculum, Instruction, and Evaluation Allison Jackter District Principal Monica N. Brown Instructional Supervisor Nicole Thompson Instructional Supervisor

Introduction The Elmwood Park Mathematics Strategic Plan 2014-‐2015 was developed in response to recommendations necessary to advance test scores and student aptitude while structuring curricula, extracurricular, and supplemental materials based on the tenets of the New Jersey Quality Single Accountability Continuum; those anchor standards as outlined by the Common Core Initiative; local curriculum needs as surveyed by the school community and community at large; and other successful and attainable state Quality Mathematics Models (ie. New York, New Mexico). The plan includes improved student learning through curriculum alignment, continued teacher and professional development, and effective, strong leadership at all levels.


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Curriculum Continue to strengthen and implement a mathematics and science curriculum that continues to align to Core Standards-‐Based Assessment. This occurs by developing a mathematically and scientifically rich curriculum, providing students with opportunities to learn important grade level concepts and procedures with a deep understanding of math and science. Ensure that the curriculum being taught in the classrooms is the curriculum that has been presented by the administration and adopted by the Board. Professional Development Educators must be active life-‐long learners in the pursuit of improving the teaching and learning of mathematics. The goal of professional development is to support teachers in that pursuit, thereby improving student learning in mathematics. Professional development is not a one-‐time event; it must be embedded in the daily work of all teachers. It is ongoing and multi-‐faceted. Therefore all professional development programs must include high quality, meaningful content (math content and pedagogy, learning theory, assessment) in summer institutes and during the school year. Leadership


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Strong leaders who can act as change agents are essential for the implementation of a Quality Mathematics Education Plan. Leadership is the guidance and direction of instructional improvement. Scoring Trends

Mathematics -‐ Total Population Gilbert Gantner 16th 2013 2014 Diff. 2013 2014 Diff. 2013 2014 Diff.

Grade 3 76.4 69.6 -‐6.8 59.7 78.2 18.5 68.5 56.8 -‐11.7 Grade 4 69.8 63.9 -‐5.9 72.1 88.7 16.6 76.2 56.3 -‐19.9 Grade 5 62.3 75.3 13.0 69.7 74.5 4.8 73.6 79.0 5.4

Mathematics -‐ General Education Gilbert Gantner 16th

2013 2014 Diff. 2013 2014 Diff. 2013 2014 Diff. Grade 3 74.5 79.3 4.8 81.8 82.9 1.1 71.2 61.0 -‐10.2 Grade 4 78.8 66.0 -‐12.8 89.1 95.3 6.2 80.8 66.2 -‐14.6 Grade 5 71.8 87.5 15.7 87.5 79.1 -‐8.4 76.7 85.1 8.4

Mathematics -‐ Special Education Gilbert Gantner 16th 2013 2014 Diff. 2013 2014 Diff. 2013 2014 Diff.

Grade 3 87.5 18.2 -‐69.3 30.3 64.3 34.0 57.1 45.5 -‐11.6 Grade 4 27.3 57.1 29.8 36.4 73.7 37.3 54.5 27.3 -‐27.2 Grade 5 35.7 35.3 -‐0.4 22.2 50.0 27.8 58.3 60.0 1.7

Mathematics -‐ Middle School Grade 6 Grade 7 Grade 8 2013 2014 2013 2014 2013 2014 Total Population 69.2 74.9 43.9 50.6 53.8 59.9 General Education 79.7 84.3 53.3 56.5 64.6 70.8 Special Education 26.5 36.8 5.4 26.5 8.6 15.8

District Mathematics Total Population General Education Special Education 2013 2014 Diff. 2013 2014 Diff. 2013 2014 Diff.

Grade 3 67.3 66.8 -‐0.5 75.3 73.4 -‐1.9 58.3 48.4 -‐9.9 Grade 4 72.7 68.1 -‐4.6 82.7 74.2 -‐8.5 39.4 52.7 13.3 Grade 5 69.1 76.3 7.2 78.9 84.2 5.3 38.8 48.4 9.6 Grade 6 69.2 74.9 5.7 86.2 84.3 -‐1.9 26.5 36.8 10.3 Grade 7 43.9 50.6 6.7 53.3 56.5 3.2 5.4 26.5 21.1 Grade 8 53.8 59.9 6.1 64.6 70.8 6.2 8.6 15.8 7.2


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Strategic Action Plan Summary: Goals and Strategies Goal 1: Increase student interest, participation, and achievement in math and science. Strategies: 1.1 Provide all students with challenging curricula as adapted to common core, engaging instruction and assessments that encourage real world, inquiry-‐based problem solving. 1.2 Improve professional development opportunities of math and science teachers/staff. 1.3 Strengthen the content and pedagogical knowledge and leadership skills of math and science educators and district administrators to transform instruction to improve student engagement and achievement.

Math -‐ Total Population 2012 2013 2014 3 73.9 4 73.2 72.7 5 79.4 69.1 76.3 6 62.8 69.2 74.9 7 43.9 50.6 8 59.9


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Goal 2: Raise community and public support and awareness of the importance of science and mathematics. Strategies: 2.1 Create a marketing and media campaign to raise public understanding, interest and enthusiasm for math and science. 2.2 Establish an ongoing dialogue with Chamber of Commerce and Rotary on the relationship between workforce needs and math and science education. 2.3 Develop family-‐friendly resources to help parents, teachers, and staff make informed decisions about math and science education for children. 2.4 Publically and prominently recognize excellence in teaching and learning in mathematics and science. Goal 3: Establish effective collaborations with internal and external partners relative to mathematics and science. Strategies: 3.1 Identify existing and potential partners in efforts to improve math and science education and aptitude in Elmwood Park. 3.2 Clarify and specify resources and strengths of partners (What can these partners do for our students?).

Goal 1: Increase student interest, participation, and achievement in math and science. Evidence of Progress:

a) Interest: increases in enrollment in Science, Technology, Engineering and Mathematics (STEM) programs, class electives, clubs and activities. Increased application to Academy of Mathematics and Medical Sciences.

b) Increased Participation: additional sections to Algebra I Grade 8; Advanced Placement Mathematics and Science Courses. Encourage enrollment in Math/Science elective 4th year.

c) Increased Achievement: 5% increase in Proficient and Advanced Proficiency levels on State Assessments; 5% increase per year in the number of students scoring 3, 4 or 5 on our Math and Science Advanced Placement (AP) exams; 5% increase per year in SAT Scores in mathematics.

d) Improved teacher content knowledge: Assessments and surveys in consideration of professional development opportunities based on the strategic plan and assessments.

Strategy 1.1 -‐ Provide all students with challenging curricula as adapted to common core, engaging instruction and assessments that encourage real world, inquiry-‐based problem solving. Action Resource Staff Timeline 1.1.a -‐ Refine common core curriculum and alignment with an increase in the utilization of performance based assessments

Grades K-‐12 math alignment by math department. District developed resource for alignment

K-‐12 Teachers Supervisors of Instruction Director of Curriculum

September 2014-‐June 2015 PLC Meetings

1.1.b -‐ Implement core curricula that engage students by capitalizing on the latest trends in math and science including technology and engineering.

Study of resources currently in use. Identify new resources (apps, web-‐based, etc.)

K-‐12 Teachers September 2014-‐October 2014

1.1.c -‐ Identify and enhance Review of state Supervisors of Instruction October 2014


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Carnegie credit standards in mathematics leading to HS graduation

guidelines. Consider intervention programs to help students meet the requirements. Discussion with Middle School students to generate interest in Advanced Placement classes

Guidance Counselors

1.1.d -‐ Develop guidelines to challenge lab requirements based on New Jersey statutory requirements.

Review of state guidelines and consider opportunities for growth in this area

Supervisors of Instruction Director of Pupil Personnel Services/Testing Guidance Counselors

September 2014-‐November 2014

1.1.e -‐ Continue to implement and provide reporting on the utilization of math and science content knowledge specialists in the elementary level

Professional Development opportunities, specifically “coaching” for math/science teachers across the district

Director of Curriculum Professional Development Committee

Ongoing

1.1.f -‐ Identify manipulatives and other resources for English Language Learners, Special Education students, and those included in the sub groups with large in-‐between achievement gaps.

Review and analyze effectiveness of ELL and Special Ed Response to Intervention tools available.

ELL/Sped Teachers K-‐12 Supervisors of Instruction Director of Curriculum

September 2014-‐June 2015

1.1.e – Creation of Stipend for club Club advisors Ongoing


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math/science club(s) at each district school to generate interest across grade levels in the STEM program

advisors and funds for activities

Supervisors of Instruction

Strategy 1.2 Improve professional development opportunities of math and science teachers/staff. Action Resource Staff Timeline 1.2.a -‐ Develop a common vision of the content knowledge and pedagogy that teachers need to be effective.

PLC Meetings – horizontal and vertical – for math/science teachers

K-‐12 Math and Science Teachers Supervisors of Instruction

September 2014-‐December 2014

1.2.b -‐ Develop a means to make recommendations for how to revise the required math and science courses so that they lead to the development of a more profound understanding of fundamental concepts in mathematics and science.

Funds to implement changes as the result of Action 1.2.a

K-‐12 Math and Science Teachers Director of Curriculum Superintendent

December 2014-‐June 2015

1.2.c -‐ Enhance Exit Skills criteria as established in the mathematics and science curricula.

PLC Meetings – vertical integration

K-‐12 Math and Science Teachers Supervisors of Instruction

December 2014-‐February 2014

Strategy 1.3 Strengthen the content and pedagogical knowledge and leadership skills of math and science educators and district administrators to transform instruction to improve student engagement and achievement. Action Resource Staff Timeline 1.3.a -‐ Help math and science Travel funds to relevant K-‐12 Math/Science staff Ongoing


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educators remain abreast of developments in other states and countries. Disseminate “best practices” for math and science teaching and learning through professional development activities and web pages.

conferences; webpage development. Professional Development funds

Professional Development Committee

1.3.b -‐ Promote practices that help teachers, administrators and policy makers use data more effectively in making decisions.

Professional Development funds; Coaching

K-‐12 Math/Science Staff Professional Development Committee

Ongoing

1.3.c -‐ Integrate research on how to incorporate strategies for addressing language acquisition, special education and large gaps in achievement into professional development efforts.

Professional Development funds; PLC discussions regarding achievement gaps

K-‐12 Math/Science Staff Professional Development Committee

Ongoing

1.3.d -‐ Identify key strategies for recruiting and retaining qualified, effective math and science teachers and supportive administrators.

Review/Identify turn-‐over rates in district; Review of literature on recruitment and retention

K-‐12 Administration

December 2014-‐February 2015

1.3.e -‐ Develop concrete ways for districts to demonstrate that teachers are keeping up with changes

Observation/Evaluation K-‐12 Math/Science Staff K-‐12 Administration

Ongoing


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in knowledge in their content area and approved curricula Goal 2: Raise community and public support and awareness of the importance of science and mathematics. Evidence of Progress:

a) Increased awareness by stakeholder groups, as measured by surveys b) Number of bilingual print materials produced and disseminated c) Increased attendance by community leaders at math and science award presentations d) Increased level of engagement of the business and professional scientific communities

Strategy 2.1 Create a marketing and media campaign to raise public understanding, interest and enthusiasm for math and science. Action Resource Staff Timeline 2.1a Seek input from stakeholders as a basis for creating the Public Relations (PR) program.

PTA Meetings Town Council Meetings

Superintendent Director of Curriculum Principals Supervisors of Instruction

September 2014-‐November 2014

2.1b Communicate and coordinate a consistent theme and message, and identify pathways for continued stakeholder contributions.

Ongoing


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Strategy 2.2 Establish an ongoing dialogue with Chamber of Commerce and Rotary on the relationship between workforce needs and math and science education. Action Resource Staff Timeline 2.2a Establish dialogue with Chambers of Commerce and other business leaders to understand workforce needs.

Access Superintendent Elmwood Park Business Roundtable

Ongoing

2.2b Share with business and industry the efforts to improve math and science education, and the challenges facing educators

Power Point presentation and brochure

Superintendent Director of Curriculum

Ongoing

Strategy 2.3 Develop family-‐friendly resources to help parents, teachers, and staff make informed decisions about math and science education for children. Action Resource Staff Timeline 2.3a Create a math and science education newsletter, website, periodic publications, and resource database.

Sharp School Adobe Acrobat

Director of Curriculum Supervisors of Instruction Educational Technology Specialist K-‐12 Math/Science teachers

Ongoing

2.3b Create a family resource guide to math and science education (in English and Spanish)

Translation services Director of Curriculum Supervisors of Instruction Educational Technology Specialist K-‐12 Math/Science teachers

Bi-‐Monthly

2.3c Distribute the family resource guide

Distribution List Educational Technology Specialist Bi-‐Monthly

Strategy 2.4 Publically and prominently recognize excellence in teaching and learning in mathematics and science. Action Resource Staff Timeline


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2.4a Promote statewide visibility of recognition and award programs related to math and science

Awards page on website Articles in popular press Newsletters

Superintendent Director of Curriculum Supervisors of Curriculum Educational Technology Specialist

Ongoing

2.4b Create a “Math and Science Day” and invite state legislators to participate.

Date on district calendar

Superintendent March 2015

Goal 3: Establish effective collaborations with internal and external partners relative to mathematics and science. Evidence of Progress:

a) Guidelines for developing effective partnerships published b) Survey of potential partners developed c) Increased number of collaborations between the K-‐12 educational system and (1) business and industry (students

involved in internships), (2) institutions of higher education, (3) informal education institutions (museums, parks, etc.) d) Analyses of current and potential partnerships completed

Strategy 3.1 Identify existing and potential partners in efforts to improve math and science education and aptitude in Elmwood Park. Action Resource Staff Timeline 3.1a Identify interested potential partners.

Poll of potential partners

Superintendent September 2014-‐November 2014

Strategy 3.2 Clarify and specify resources and strengths of partners (What can these partners do for our students?). Action Resource Staff Timeline 3.2a Analyze existing and Facilitator Superintendent After 3.1


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potential partnerships via a Strengths, Weaknesses, Opportunities, and Threats (SWOT) framework

Director of Curriculum Supervisors of Instruction

mathematics strategic plan 2014

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