Central Falls Transformation Report - Annenberg Institute for School ...

3. Comprehensively examine mathematics classroom data in conjunction
with student performance on NECAP testing.
According to school records, approximately 80 percent of students passed their mathematics
courses each quarter in 2010-2011. These classroom data demonstrate an inconsistency
with NECAP data, which show less than ten percent of tested students reaching
proficiency in math. This inconsistency suggests a need to examine what gaps exist in
mathematics courses and why. Key focus areas may include which mathematics classes
students are taking. Three questions may help illustrate this point:
1) Are students taking key subjects including algebra I, algebra II, and geometry prior
to NECAP testing?
2) Is mathematics content being consistently delivered across classes and teachers?
3) Are grading practices consistent across classes and teachers?
The staff survey shows that 65 percent of staff overall agree or strongly agree that teachers
at CFHS are engaged in systematic analysis of their teaching practices. Staff should
build on these efforts – drawing on formative, teacher-developed assessments and
statewide tests – to guide mathematics instruction. The initial implementation of the
new mathematics curriculum in the 2011-2012 school year provides CFHS the opportunity
to examine the sequencing and delivery of appropriate and rigorous mathematics
content across grade levels.
4. Maintain investments in Multiple Pathways Programs, the Academic
Enhancement Center, and behavior management and collaborate to
improve the consistency and effectiveness of advisories.
CFHS students face many obstacles, but with flexibility and support, they can succeed
in school. One of the highlights of the transformation effort was the Multiple Pathways
Programs, which offered students alternate ways to earn credit and re-engage in school.
The Academic Enhancement Center also continues to be a well-used resource. While
behavior issues challenged the transformation effort from the onset of the school year,
investments in restorative/behavior specialists and a behavior monitoring system have
begun to address the problem. Documenting and communicating behavior management
protocols and expectations is essential to building on these initial successes. Continued
monitoring and investment in these strategies is crucial to sustaining the pace of
improvement.
Advisories, however, did not live up to their promise during the first transformation year
for many teacher and students. Teachers, leadership, and students need to work together
to improve the utility of advisories. Specific recommendations supported by our data
collection include developing clear expectations for the use of advisories, providing additional
supports for teachers, and drawing on the experience of those who report advisories
as useful.
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