Most
Improved Middle Schools in Math Survey Results
Indications
of Effective Change Practices in rank order include
1. Practice: Focusing on Math Instruction per se (details of change levels)
|
|
% of
Schools Implementing |
%
indicating change in past 3 years |
|
Formally reviewing and
aligning curriculum w/NYS standards |
100% |
73% |
|
Implementing a consistent
math program in all classrooms |
80% |
93% |
|
Providing teacher
autonomy in instructional decisions vv programs and materials as they see
fit for their classrooms |
73% |
33% |
|
Integrating math in
content area curriculum and instruction |
60% |
33% |
|
Having a well articulated
school or district process for developing programs |
47% |
33% |
2. Practice: Using Assessments to Guide Instruction (details of change levels)
|
Effective
Strategies |
%
of Schools Implementing |
%
indicating change in past 3
years |
|
Teachers
using results regularly to improve instruction |
100% |
43% |
|
Using multiple standardized and locally developed
instruments |
79% |
57% |
|
Providing students w/regular and systematic feedback
on their learning |
64% |
29% |
|
Using a variety of techniques to evaluate math skills |
50% |
29% |
3. Practice: Meeting the Diverse Needs of All Students (details of change levels)
|
Effective
Strategies |
%
of Schools Implementing |
%
indicating change in past 3
years |
|
Supporting an
inclusion policy and collaborating w/spec ed staff |
86% |
20% |
|
Implementing
differentiated instruction as a consistent practice in math classes |
60% |
27% |
|
Implementing
transition procedures from MS to HS for info on students' math
skills/performance levels |
57% |
33% |
|
Using
computers/technology as integral parts of math activities |
53% |
33% |
|
Adapting
instructional strategies/materials for different learning modalities |
47% |
27% |
4. Practice: Providing Professional Development Activities (details of change levels)
|
Effective
Strategies |
%
of Schools Implementing |
%
indicating change in past 3
years |
|
For teachers |
93% |
21% |
|
For remedial and special education teachers |
86% |
21% |
|
Providing it on an on-going basis |
86% |
29% |
|
Basing it on an analysis of student data |
71% |
36% |
5. Practice: Expanding Information for Math Design/Revision Decision-making (details of change levels)
|
Effective
Strategies |
%
of Schools Implementing |
%
indicating change in past 3
years |
|
Using data
analysis routinely to design/revise the math program |
86% |
21% |
|
Including
Central office curriculum staff in program design/revision decisions |
50% |
29% |
6. Practice: Changing School Organization (details of change levels)
Effective Strategies
|
%
of Schools Implementing |
%
indicating change in past 3 years |
| Organizing
in grade level teams of teachers |
60% |
20% |
| Reflecting
a Middle School Philosophy |
53% |
27% |
7. Practice: Providing Support/Technical Assistance to the Math Program (details of change levels)
|
Effective Strategy |
%
of Schools Implementing |
%
indicating change in past 3 years |
|
Assistance
from BOCES SCDN staff |
47% |
33% |
Back to High Performing Summary