Math Scores Soar at Tennessee High School
Math Design Collaborative builds students' confidence -- and their achievement soars
August, 2014 – In Mt. Pleasant, Tennessee, teachers changed the way they taught math — and test scores climbed. Teachers transformed their classrooms with better assignments through the Mathematics Design Collaborative framework and say students are engaged and learning more.
Rice University School Mathematics Project Endorses Formative Assessment Lessons From the Mathematics Assessment Project
Alignment With Texas Standards
February 2015 — The Southern Regional Education Board engaged the Rice University School of Mathematics Project to validate 100 formative assessment lessons for alignment with the TEKS (Texas Essential Knowledge and Skills) and grade level for which the lessons are appropriate. These lessons were developed by the Mathematics Assessment Project to align with new state college- and career-readiness standards.
A common misconception is that Literacy Design Collaborative (LDC) is not a good fit in classes geared toward struggling readers and writers. Nicole Craig, a reading intervention teacher at Avalon Middle School (AMS) in Orlando, Florida knows firsthand this is not true.
SREB is using a new approach to professional development to bring powerful teaching and learning tools into classrooms schoolwide, districtwide and statewide.
SREB’s powerful literacy practices and powerful mathematics practices help students reach the deep learning necessary to master college- and career-readiness standards.
Teachers and school leaders share how LDC and MDC are helping students learn more and perform better on exams.
HSTW Profile: Queens Vocational and Technical High School and High Schools That Work — Improving SLCs in NYC
Queens Vocational and Technical High School (QVTHS) serves a culturally diverse student population of 1,200 students from across New York City. The school is a part of a cohort of New York City schools that were awarded a United States Department of Education grant to reorganize into small learning communities (SLCs). This profile explains how QVTHS used theHigh Schools That Work framework not only to organize into effective SLCs but also to implement a variety of improvement efforts to ensure success for all students.
William Byrd High School (WBHS) in Vinton, Virginia, is a dynamic place for learning and preparing students for college and careers. General track courses have been eliminated. Hundreds of students take Algebra II even though it’s not a state requirement. Students participate in cooperative education. Parents are deeply engaged in helping students select programs of study. Ninety percent of students graduate on time, and 83 percent go on to postsecondary study.
HSTW Profile: Louisiana High School Weathers the Storm to Become a Leader in Student Achievement and High Graduation Rates
Warren Easton Charter High School in New Orleans, Louisiana, has weathered changes of many types, including Hurricane Katrina in 2005. After having to close for the 2005-2006 school year, the school reopened as a charter school with a board and stepped up its efforts to raise student achievement. Now the school is receiving attention for the academic successes of its 100 percent minority student body. This profile describes how Warren Easton has implemented the HSTW improvement model to realize higher achievement scores, an attendance rate of more than 96 percent, a graduation rate of 98 percent and a dropout rate of less than 1 percent.
When you think about it, LDC (Literacy Design Collaborative) and MDC (Mathematics Design Collaborative) are just good instruction, according to Bryant Gillis, principal of Tichenor Middle School (TMS) in Erlanger, Kentucky. To make that good instruction pervasive across content areas and grade levels, TMS partnered with the Southern Regional Education Board and the Kentucky Department of Education to make building literacy-rich instruction an essential part of the school culture.