Can a coaching model help to improve math achievement?
Burlington Area School District understands continuous improvement as a professional learning community. When they came to Project CAPE early in 2007 to discuss a potential partnership, they were engaged in ongoing study of teaching and learning. Even though math scores were higher than the state average, there were concerns about the achievement gap between regular education and special education students, consistency of instruction, and of the curriculum materials being utilized. They asked themselves questions like, “Is the math curriculum aligned with state and national standards?”, “Are we addressing both content and process standards in our curriculum and instruction?”, “To what extent are writing and other interdisciplinary skills being integrated into mathematics instruction?” “Are instructional approaches and materials consistent within and between grade levels?” “Are we accurately assessing what we expect students to know and be able to do?” “Do teachers demonstrate a range o
