• A high percentage of K-5 staff have received training on the revised state mathematics standards, either through the ESD or through district-sponsored opportunities. Training for 6-8 teachers has begun, and the model for training 9-12 staff has just recently been finalized by OSPI, so these trainings will be ongoing throughout the year.

• There is a recognized need at some grade levels to attempt to shift the focus from the curriculum that has been adopted to the standards that are required for each grade level. The revised standards have limited spiraling, so mastery is expected, which is a shift in philosophy from the previous standards.

• Using documents developed by Math Learning Center, the publisher of the Bridges curriculum, alignment between the revised standards and K-5 core curriculum is mostly in place. Pacing calendars are either in place or in the final stages of development.

An area under consideration by the team is how to effectively measure the level of implementation of the new standards by K-5 staff.

• Strategy 2 has been changed to reflect the implementation of alignment training. Most K-5 staff have been supplied with a model for aligning units of instruction to the revised standards o The team is considering how best to approach aligning the existing district-wide Classroom Based Assessments with the revised standards.

• The team will also be considering how to provide math content training (2009-10 school year) for those teachers who need support with math knowledge and/or instructional strategies for the standards they teach.

• The team supports the district focus on implementation of effective Professional Learning Communities at all levels, but recognizes the need for additional structured small group collaboration time.

• There will be an effort by the team to identify “Observable Classroom Practices” that lead to increased student achievement, with the long term goal of training staff and building principals on using/observing these practices---essentially a district wide instructional model.

The team recognizes the critical role that building principals play in the process of facilitating the widespread adoption of these practices.

• Meet with the district math articulation team

• Assist with planning how to review/revise existing district math CBAs

• Assist with planning content training needs assessment

• Assist with development of district instructional model for math

• Assist with principal learning community focused on mathematics instruction