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Tagged as

math instruction

200 Additional Minutes of Weekly Support

Kennedy Junior High School

Kennedy Junior High School (Lisle, IL). Any student entering our school as a sixth grader who is not at grade level in math is invited to a summer ‘Math Camp’ in which they learn to use tools for problem solving and review important concepts to be ready for the middle school curriculum. These camps are taught by the same sixth grade staff the students will encounter, so rapport-building and assessment are enabled before the first day of school. Interventions for students behind their grade-level peers in literacy and math are available through our Strategic Reading and Strategic Math programs. Each of these courses is taught by a content area-specialist and provides additional instruction to close gaps, reteach concepts, and further monitor students’ growth. Besides providing exposure to ancillary resources, manipulatives, and other tools, each course employs technology to help address deficiencies. Students enrolled in either of these courses gain an additional 200 minutes per week in supported intervention.


haldane high school students

Haldane High School (Cold Spring, NY). One of the most targeted approaches to student success at Haldane High School is the implementation of Math Labs. Designed to strengthen math instruction, Math Labs offer students the opportunity to build an extra half period of math into their schedules for more concentrated math learning. Additionally, a critical component of Haldane’s commitment to help each student achieve their personal best is HEART (Haldane Encourages Achievement, Research and Teamwork), an after-school extra help program open to students in all academic subjects. Because seeking extra help is routinely encouraged by the faculty, beginning in middle school, there is no stigma attached to HEART. Participants range from struggling students to the highest achievers in AP classes. Haldane credits HEART and Math Labs with boosting enrollment in upper level math and science courses by students who might not have felt confident enough to tackle more difficult courses without these supports.

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