(2) Within the math ends policy the terminology, ordering and numbering is believed to be consistent with the prior academic ends policies. The reading ends policy was followed most closely.

(3) Bill Dutton indicated at the July 11 meeting that the language used in prior drafts of the math ends policy was generally acceptable. He has since reviewed and supports this specific draft.

(4) A schedule for consideration of math and science ends policies was adopted at the regular Board meeting July 11. It calls for this document to be in the Board packet for the July 25 meeting, at which time it will be subject to preliminary discussion. A more full discussion is scheduled for the August 8 meeting, a first reading for August 22, and the second reading for September 11, 2000. The Board indicated that this schedule may be modified if the quantity or substance of comments from staff or public or other unforeseen events should warrant.

– NJ 20000713]

2d. Students will, over time, solve, independently, increasingly complex mathematical problems.

I. There will be an annual increase in the percentage of students who make more than "average growth" (as defined in 3, below) in mathematical problem solving as they progress from one grade to the next.

1. Data will be reported to the Board, by each grade level for which it is available, but only on a District-wide basis (not by schools or classrooms).

2. It will be reported no less often than annually.

3. "Average growth" is defined as the numerical increase in national average test scores (on whatever tests the Superintendent has selected) from one grade level to the next.

To illustrate: The Superintendent will have been provided by (or will request from) the national testing service being used by the District the median national mathematical problem solving score from, for example, the national scores of third graders. The third grade median score will be subtracted from the fourth grade median score. The difference is "average growth" in mathematical problem solving from third to fourth grade. "More than average growth" for an ICCSD fourth grader is any increase larger than this national "average growth.”

4. Each individual ICCSD student's "growth" (i.e., increase in his or her test scores) from one grade to the next will be compared with "average growth." The percentage of students exceeding "average growth" will then be reported to the Board District-wide by grade in school.

II. There will be an annual increase in the number of students (a) whose mathematical problem solving skills are above the level of “proficient” (as defined by the Superintendent and reported to the Board), and (b) who make “average growth,” as defined in 2d.I.3., above.

1. The Superintendent will utilize means of his or her choice to evaluate and identify those children (a) whose mathematical problem solving skills are below the level of “proficient” or (b) who are not making “average growth.”

2. Appropriate interventions will be identified to assist students who are in need of additional academic support.

3. The Superintendent will provide children so identified such additional academic support as in his or her judgment such children need in order to reach a level of “proficient” or otherwise reach their potential.

4. The Superintendent will report to the Board the number of students so identified, the program or programs utilized to improve their performance, and the relative success of each such program. The report will be by grade (District wide, not by school) and no less often than annually. The Superintendent will also provide such additional information and recommendations as he or she may choose regarding proposals for shifts in, or additional provision of, the District resources necessary to achieve this end.

5. Every student’s mathematical problem solving achievement will be reviewed by school staff with the student’s parent/s or guardian/s. This review shall include, among other things, whether the student performs at a level of “proficient,” the additional academic support and interventions identified and provided, if any, and recommendations for parental participation.

III. The Superintendent is responsible for selecting, or designing, the methods for measuring the achievement of the Board's academic mathematical problem solving ends in accordance with the following guidelines.

1. The measurements will be quantifiable.

2. The measurements will be multiple, but at least one will be a national, standardized test such as (but not limited to) the ITBS and ITED (which are tests currently used by the District).

3. Student achievement will be measured at various grade levels.

4. The measurements will provide data that enables the Board to evaluate trends.