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2017 CLAS Schools of Distinctions and Banner Schools

State School Board District 1 Schools of Distinction

James Clemens High School

Mastery Approach to Algebra

Banner School Award LogoMadison City Schools

Principal, Dr. Brian Clayton

Superintendent, Dr. Ed Nichols

“Learning for Mastery” was first introduced by Benjamin Bloom in 1968. Bloom stated, “Almost all persons can learn if provided with appropriate prior and current conditions of learning.” James Clemens High School changed the conditions of learning when it came to the foundational math course, Algebra. Implementation of the Mastery Approach to Algebra program required a team of teachers dedicated not only to the success of the program, but to the success of all students. Teachers began with common instruction in which broad concepts were broken down into indicators for mastery. After assessing, correctives were used to close gaps in student learning providing a more thorough understanding of the course objectives. Demonstration of student understanding through formative and summative assessments allowed adjustments in the pacing of the course based upon individualized needs allowing students to accelerate or remediate when necessary. Conversations regarding math achievement shifted from grades students had earned to indicators that students had mastered. Both teachers and students understood that instruction was not one-size-fits-all and that individually tailored correctives significantly impacted student success not only in the Algebra course, but in the math courses to follow.

State School Board District 2 Schools of Distinction

James Clemens High School

by Anita Reid | Jul 21, 2021

Mastery Approach to Algebra

Banner School Award LogoMadison City Schools

Principal, Dr. Brian Clayton

Superintendent, Dr. Ed Nichols

“Learning for Mastery” was first introduced by Benjamin Bloom in 1968. Bloom stated, “Almost all persons can learn if provided with appropriate prior and current conditions of learning.” James Clemens High School changed the conditions of learning when it came to the foundational math course, Algebra. Implementation of the Mastery Approach to Algebra program required a team of teachers dedicated not only to the success of the program, but to the success of all students. Teachers began with common instruction in which broad concepts were broken down into indicators for mastery. After assessing, correctives were used to close gaps in student learning providing a more thorough understanding of the course objectives. Demonstration of student understanding through formative and summative assessments allowed adjustments in the pacing of the course based upon individualized needs allowing students to accelerate or remediate when necessary. Conversations regarding math achievement shifted from grades students had earned to indicators that students had mastered. Both teachers and students understood that instruction was not one-size-fits-all and that individually tailored correctives significantly impacted student success not only in the Algebra course, but in the math courses to follow.

State School Board District 3 Schools of Distinction

James Clemens High School

by Anita Reid | Jul 21, 2021

Mastery Approach to Algebra

Banner School Award LogoMadison City Schools

Principal, Dr. Brian Clayton

Superintendent, Dr. Ed Nichols

“Learning for Mastery” was first introduced by Benjamin Bloom in 1968. Bloom stated, “Almost all persons can learn if provided with appropriate prior and current conditions of learning.” James Clemens High School changed the conditions of learning when it came to the foundational math course, Algebra. Implementation of the Mastery Approach to Algebra program required a team of teachers dedicated not only to the success of the program, but to the success of all students. Teachers began with common instruction in which broad concepts were broken down into indicators for mastery. After assessing, correctives were used to close gaps in student learning providing a more thorough understanding of the course objectives. Demonstration of student understanding through formative and summative assessments allowed adjustments in the pacing of the course based upon individualized needs allowing students to accelerate or remediate when necessary. Conversations regarding math achievement shifted from grades students had earned to indicators that students had mastered. Both teachers and students understood that instruction was not one-size-fits-all and that individually tailored correctives significantly impacted student success not only in the Algebra course, but in the math courses to follow.

State School Board District 4 Schools of Distinction

James Clemens High School

by Anita Reid | Jul 21, 2021

Mastery Approach to Algebra

Banner School Award LogoMadison City Schools

Principal, Dr. Brian Clayton

Superintendent, Dr. Ed Nichols

“Learning for Mastery” was first introduced by Benjamin Bloom in 1968. Bloom stated, “Almost all persons can learn if provided with appropriate prior and current conditions of learning.” James Clemens High School changed the conditions of learning when it came to the foundational math course, Algebra. Implementation of the Mastery Approach to Algebra program required a team of teachers dedicated not only to the success of the program, but to the success of all students. Teachers began with common instruction in which broad concepts were broken down into indicators for mastery. After assessing, correctives were used to close gaps in student learning providing a more thorough understanding of the course objectives. Demonstration of student understanding through formative and summative assessments allowed adjustments in the pacing of the course based upon individualized needs allowing students to accelerate or remediate when necessary. Conversations regarding math achievement shifted from grades students had earned to indicators that students had mastered. Both teachers and students understood that instruction was not one-size-fits-all and that individually tailored correctives significantly impacted student success not only in the Algebra course, but in the math courses to follow.

State School Board District 5 Schools of Distinction

James Clemens High School

by Anita Reid | Jul 21, 2021

Mastery Approach to Algebra

Banner School Award LogoMadison City Schools

Principal, Dr. Brian Clayton

Superintendent, Dr. Ed Nichols

“Learning for Mastery” was first introduced by Benjamin Bloom in 1968. Bloom stated, “Almost all persons can learn if provided with appropriate prior and current conditions of learning.” James Clemens High School changed the conditions of learning when it came to the foundational math course, Algebra. Implementation of the Mastery Approach to Algebra program required a team of teachers dedicated not only to the success of the program, but to the success of all students. Teachers began with common instruction in which broad concepts were broken down into indicators for mastery. After assessing, correctives were used to close gaps in student learning providing a more thorough understanding of the course objectives. Demonstration of student understanding through formative and summative assessments allowed adjustments in the pacing of the course based upon individualized needs allowing students to accelerate or remediate when necessary. Conversations regarding math achievement shifted from grades students had earned to indicators that students had mastered. Both teachers and students understood that instruction was not one-size-fits-all and that individually tailored correctives significantly impacted student success not only in the Algebra course, but in the math courses to follow.

State School Board District 6 Schools of Distinction

James Clemens High School

by Anita Reid | Jul 21, 2021

Mastery Approach to Algebra

Banner School Award LogoMadison City Schools

Principal, Dr. Brian Clayton

Superintendent, Dr. Ed Nichols

“Learning for Mastery” was first introduced by Benjamin Bloom in 1968. Bloom stated, “Almost all persons can learn if provided with appropriate prior and current conditions of learning.” James Clemens High School changed the conditions of learning when it came to the foundational math course, Algebra. Implementation of the Mastery Approach to Algebra program required a team of teachers dedicated not only to the success of the program, but to the success of all students. Teachers began with common instruction in which broad concepts were broken down into indicators for mastery. After assessing, correctives were used to close gaps in student learning providing a more thorough understanding of the course objectives. Demonstration of student understanding through formative and summative assessments allowed adjustments in the pacing of the course based upon individualized needs allowing students to accelerate or remediate when necessary. Conversations regarding math achievement shifted from grades students had earned to indicators that students had mastered. Both teachers and students understood that instruction was not one-size-fits-all and that individually tailored correctives significantly impacted student success not only in the Algebra course, but in the math courses to follow.

State School Board District 7 Schools of Distinction

James Clemens High School

by Anita Reid | Jul 21, 2021

Mastery Approach to Algebra

Banner School Award LogoMadison City Schools

Principal, Dr. Brian Clayton

Superintendent, Dr. Ed Nichols

“Learning for Mastery” was first introduced by Benjamin Bloom in 1968. Bloom stated, “Almost all persons can learn if provided with appropriate prior and current conditions of learning.” James Clemens High School changed the conditions of learning when it came to the foundational math course, Algebra. Implementation of the Mastery Approach to Algebra program required a team of teachers dedicated not only to the success of the program, but to the success of all students. Teachers began with common instruction in which broad concepts were broken down into indicators for mastery. After assessing, correctives were used to close gaps in student learning providing a more thorough understanding of the course objectives. Demonstration of student understanding through formative and summative assessments allowed adjustments in the pacing of the course based upon individualized needs allowing students to accelerate or remediate when necessary. Conversations regarding math achievement shifted from grades students had earned to indicators that students had mastered. Both teachers and students understood that instruction was not one-size-fits-all and that individually tailored correctives significantly impacted student success not only in the Algebra course, but in the math courses to follow.

State School Board District 8 Schools of Distinction

James Clemens High School

by Anita Reid | Jul 21, 2021

Mastery Approach to Algebra

Banner School Award LogoMadison City Schools

Principal, Dr. Brian Clayton

Superintendent, Dr. Ed Nichols

“Learning for Mastery” was first introduced by Benjamin Bloom in 1968. Bloom stated, “Almost all persons can learn if provided with appropriate prior and current conditions of learning.” James Clemens High School changed the conditions of learning when it came to the foundational math course, Algebra. Implementation of the Mastery Approach to Algebra program required a team of teachers dedicated not only to the success of the program, but to the success of all students. Teachers began with common instruction in which broad concepts were broken down into indicators for mastery. After assessing, correctives were used to close gaps in student learning providing a more thorough understanding of the course objectives. Demonstration of student understanding through formative and summative assessments allowed adjustments in the pacing of the course based upon individualized needs allowing students to accelerate or remediate when necessary. Conversations regarding math achievement shifted from grades students had earned to indicators that students had mastered. Both teachers and students understood that instruction was not one-size-fits-all and that individually tailored correctives significantly impacted student success not only in the Algebra course, but in the math courses to follow.

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