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District-wide professional learning empowers teachers to understand new standards—and increases math scores across the board. In early 2013, the School District of Osceola County was searching for a way to improve math scores. 2016 crown victoria repair manual. At the elementary level, statewide assessments for third grade math had dipped. According to Superintendent Melba Luciano, “There was a large gap between the state average and our district.
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In early 2013, the School District of Osceola County was searching for a way to. Lissette Brizendine, Assistant Superintendent for Elementary Curriculum and. The Math Solutions team went to work, adjusting the plan to add a small.
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When we compared that to our reading and writing results, it was evident that we needed to focus on the area of math.” Similar needs were noted in the results for middle school (especially grade 8) and in the high schools. With a new leadership team and the rigorous expectations of the Florida State Standards, Osceola district leaders knew they had to be proactive. So, in the final weeks of the 2012–13 school year, Dr. Lissette Brizendine, Assistant Superintendent for Elementary Curriculum and Instruction, organized small focus groups of principals to explore ways to improve math achievement.
“The final conclusion from the team was that we needed to find training for math—ongoing, comprehensive professional development—that was not tied to any particular program or book and was district-wide, reaching as many teachers as possible,” she recalled. Middle School Resource Specialist Stacey Politano noted another key factor: “We were going to be transitioning to new state standards, and we knew that we would need to transform math instruction to help our students,” she said.
With multiple challenges at hand, district leaders recognized that there would be no quick fix, but they were committed to the long term. Their goals were clear—improve teachers’ mathematics content knowledge and pedagogy to help change the way students think about math. Brizendine said Osceola students faced a range of mathematics challenges, from gaps in their conceptual understanding to foundational knowledge of math facts.
Therefore, as a first step to increase student achievement, the district established specific, student-centered goals.