HUNTERDON CENTRAL REGIONAL HIGH SCHOOL DISTRICT

It was Marci's enthusiasm and interest that kept the seed of the idea fresh in my mind. After the
summer, during the first month or two of school, she would ask how I was doing with my idea
and was there any way she could help. To be constantly reminded that you have support when
necessary makes it easier to decide to take the 'risk'. ~Science Teacher
MATHEMATICS
Curricular Highlights
The 2010-2011 school year had a number of curricular highlights to be presented in this report. The most
influential factors regarding the Mathematics curriculum were the same as in the previous year, namely the
State of New Jersey’s adoption of the Algebra 1 End of Course Exam, the revision of Core Content Standards
(which is now commonly known nationally as The Common Core), and the 2 nd year of the NJ Statewide
Systematic Model for Creating 21 st Century Schools. The focus of the professional development district wide
has been on the curriculum redesign via the backwards design format, the Pathways of inquiry based
professional learning, and the mini-course structure. All staff members were a part of a departmental subgroup
that focused on beginning the long process of rewriting a curriculum that is aligned to the new Common Core
Standards and is in the backwards design (aka UbD) format. Considerable gains were made in this area where
the majority of units in the core courses of Algebra 1, Geometry, Algebra 2, Precalculus (Trigonometry &
Analysis) and Calculus were discussed in collegial groups and have been rewritten in parts to meet the goals set
forth. This process will be continued through the fall of 2012.
Two of the department’s teachers participated in the first one-to-one pilot program in which each of the students
in a Geometry Concepts & Connections (323), an Algebra 1 (312), and a Computer Science (368) class had
netbooks at their disposal both in and out of school. The continued success of the pilot has prompted change in
teaching practices, learning environments, and assessment strategies. With a growing number of students and
staff involved either directly or indirectly with the pilot, it appears that momentum is such that the use of
personal devices such as netbooks will soon be the norm. It is exciting to know that again progress has been
made in this area, and that more staff is welcoming the challenges associated with such change.
Hunterdon Central participated in the state’s second full-state, mandatory pilot testing of the Algebra 1 End of
Course Exam. In May of 2011, all students in who were enrolled in a Math class with Algebra 1 as part of the
title participated in the pilot test of the Algebra 1 EOC Exam. This test was administered in two parts, one in
which calculators were not allowed and one in which they were permitted. The results of this assessment will
be analyzed in the summer of 2011 to help target any instructional, curricular and/or scheduling issues. Targeted
remediation strategies will be developed for students who do not meet proficiency levels. During this past year,
considerable steps were taken to help support students’ preparedness for the Algebra 1 EOC Exam. Three
specific items should be mentioned. First, the teaching staff implemented changes/enhancements to the course
curriculum based off of analysis of last year’s results and the newly released Common Core Standards. Second,
staff used assessment design and styles to align with the expectations and format associated with the EOC
Exams, such as having calculator and non-calculator sections of each assessment in the course. Third, a
campaign of awareness ads and tutorial opportunities was conducted in the months leading up to the May exam.
This campaign included television commercials on the morning announcements, a moodle site devoted to
information and practice associated with the EOC Exam was released and available to all students taking the
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