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Don Davis: Students will be placed 
in a core algebra class, and we will

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put their support in the students’ 
school day—right in their school day,

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not after school tutoring or 
before school tutoring.

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It’s part of the school day. 
They lose an elective.

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And the results were dramatic.

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We had a 7 percent proficiency 
and advanced rate.

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That grew to 33 percent after 
one year of intervention.

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The power of the intervention is 
that kids are going to be prepared

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for a standard that they are 
going to learn in the future.

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They are also going to have some 
reteaching of previously learned

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material and some remediation of 
some more basic math skills that

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they need to have and internalize.

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Ed Rapinchuk to colleagues: Those 
are the three that need it the most.

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Teacher: Those are definitely mine 
as well. Maybe also 12.

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Teacher: I’m looking at class averages.

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So mid-70’s for 12, which wouldn’t 
hurt reviewing.

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Rapinchuk: Mid-70’s, and they need an 80.

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Teacher: So, what did we decide? 12 and 13.

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Teacher: 21 and 23.

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Maria Salgado: I wanted to mention 
that for the Pythagorean theorem,

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I brought out—remember from the 
CAHSEE—the anchor problems?

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Teacher: Oh, yeah.

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Salgado: I brought those out, and 
I started working on those.

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So they need to do the critical thinking.

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I don’t know if you have a copy?

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It’s a combination of circle and 
rectangle and triangle, so being

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able to calculate feet and meters, 
meters into feet.

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So, being able to pave the playground.

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They have to figure out area and perimeter.

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So, just a combination of...

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Teacher: Lots and lots of skills.

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Salgado: Mm hmm, and pulling it all together.

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So, I brought that one out.

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I’ll get you a copy of that 
if you want.

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I took you through the steps, 
and then in groups of three

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you’re going to be able to figure 
out how much it’s going to cost you

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to put the sod, the grass, and 
to put a border around this area.