DISTRICT CURRICULUM AND
ACHIEVEMENT GAP PLANNING
COMMITTEE
ACTION 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
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.
Objectives related to this goal include, but are not limited
to: cont’d

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.
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.
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
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
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.
Focus Area

Mathematics Instruction (MI)

Teacher Professional Development (PD)

Home Support Mathematics Instruction
(HSM)

Achievement Gap- Helping All Students
Succeed (A-G)
Action Item Timeline 2010 – 2011
Achievement Gap- Helping All Students Succeed
Topic/Action Plan Description
AG-Begin implementation of Algebra I – full year for
struggling students
Grade Levels
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
AG-Create and offer survey to be completed by co-teachers
as a tool for feedback
K-9
K-12
Action Item Timeline 2010 – 2011
Home Support of Mathematics Instruction
Topic/Action Plan Description
HSM-Design teacher and student math demonstrations on
website (podcasting)
Grade Levels
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
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
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
Acknowledgement
Thank you to all the committee members for
their time, expertise and thoughtful
recommendations!
Questions and Comments