Goals 

In June 2015, a presentation to Newtown’s Curriculum and Instruction Committee (part of the BOE), outlined three essential questions:

1. What’s best for all learners?

2. What math-science sequence will help support students’ goals as they move from middle to high school?

3. What options and opportunities will students are available for students if they want to pursue advanced level math and science courses?

In a meta-analytic study by Nancy E. Hill and Diana F. Tyson (2009) from Duke University, the following conclusions reference the importance of parent involvement and communication, especially at the middle school level, with respect to students’ opportunities and future educational pathways for future success:

It is imperative that the scientific field identify developmentally appropriate practical strategies for schools to carefully consider the specific needs of middle school students, including the provision of information about tracking and placement as it effects on college access, the ways in which curriculum can be linked to students’ interests and current events, and linkages between the middle school curriculum and students’ long term goals. Lack of guidance was the primary reason that academically able students did not attend postsecondary institutions after high school (Catsambis & Garland, 1997; Conners & Epstein, 1995; Jordan & Plank, 2000). In the current context of increased demand for parental involvement in education (e.g., school choice, tracking, course selection), without effective parental involvement, adolescents’ opportunities are often foreclosed, leading to lost potential, unrealized talent, diminished educational and vocational attainment, and widening demographic gaps in achievement.

To this end, it is important that students have opportunities for rigorous coursework and the ability to access these opportunities in order to prepare them for the math-science pathways they want to pursue in the future. The following represents the goals necessary to ensure Newtown students have both access and academic options:

• Ensure students receive the foundational skills and knowledge to meet their individual needs, goals, and college/career aspirations

• Communicate early on with students and families about the best pathways for students’ transition to high school

• Establish a system to monitor student data in order to review the performance of students over time and to inform future decisions to ensure opportunities and access to advanced math and science content

• Personalize the learning environment to lower the sense of anonymity and enhance students’ confidence, motivation, and perseverance

• Build opportunities for members of the intermediate, middle, and high school faculty and administration to address students’ needs, plan academic pathways, and improve future transitional experiences with a focus on flexibility

• Look to create a STEM summer program for student enrichment and to take advantage of opportunities for advanced math opportunities (as well as science, technology, and Engineering) throughout the course of their educational careers in Newtown Public Schools

• Create connections to the community, employers, and institutes of higher education to better engage students and help them see the relevance of their coursework.

The attachment (PATHS.docx) below serves as an outline and a commitment to providing opportunities and options for all learners, including goals for educators in Newtown Public Schools to promote and communicate appropriate learning pathways in math (and other areas in science, technology, and engineering). 

The intention of this document is to provide a guide for Newtown educators and administrators (particularly intermediate, middle, and high school levels) to ensure all students and parents understand the process inherent in planning personalized opportunities and academic "pathways" for each learner, especially in the areas of math and science.