HUNTERDON CENTRAL REGIONAL HIGH SCHOOL DISTRICT

should also be noted that 48.1% of the General Education population scored at the AdvancedProficient level.
At the time of authoring of this report, District Factor Group data had not been released to school districts. As in
past practice, the Math Department will work diligently with the Basic Skills office to determine appropriate
methods of remediation for students who scored Partially Proficient. This would include the enrollment into the
HSPA Preparatory course (327), and/or an after-school tutorial program beginning in January of 2012.
New Program Highlights
A new avenue of remediation afforded the students this past school year in Math and English was through the
institution of the Math and Language Arts Labs. During each block of the school year, one Math teacher was
assigned the position of Math lab facilitator in lieu of hall duty. Students who were identified through their
teachers, parents, counselors and/or other individuals were able to meet with the teacher for assistance in ways
specific to that student and their needs. This became a very viable method of preparing students for the
Alternative High School Assessment (AHSA). Furthermore, with the use of the lab, we were able to double the
number of Special Education students passing the HSPA during the third administration of the assessment.
Such a rise contributed to the district meeting AYP in the subgroups of Special Education and Economically
Disadvantaged in Mathematics.
It appears as if End of Course style exams will be a part of the assessment practices administered by the state.
As well as with feedback from the NCAA Eligibility Center High School Review and parents in the
community; the “Concepts and Connections” level of Algebra 1, 2, and 3 will see a transition from the past
practice of three 5-credit courses to two 7.5-credit courses. They will have the titles Algebra 1 and Algebra 2 to
match our level 2 courses. While it is recognized that students may learn at varying paces, it is also imperative
that students receive the same curriculum regardless of the pace of the course. The curriculum redesign is
focusing in part on making both levels of Algebra 1 and 2 have common curricula even though not identical
pacing.
Staff Development
Teachers have been taking advantage of various professional development opportunities. All of the members
participated in informal professional learning communities in which they were to develop a project that
exemplified the 21 st Century Skills movement as part of the Creating 21 st Century NJ Schools statewide
systemic model for professional growth and learning.
A number of staff members facilitated short-skills sessions offered throughout the school year.
Members of the Math Department also attended a variety of conferences, which included:
Rutgers University Pre-Calculus Conference
Association of Mathematics Teachers of New Jersey Conference
County and State Professional Development Conferences
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