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Jordan and Stevens teams credit co-teaching, data cycles and targeted supports for algebra gains
Summary
School teams from Jordan High and Stevens Middle described instructional structures—co-teaching, targeted 2x10 cycles, data-driven student protocols and professional learning—they say led to notable algebra gains and larger improvements for Black students in ABC grades.
Supervisors brought Jordan High and Stevens Middle teams to the board to explain why algebra outcomes rose this year and why some subgroups posted notable gains. The district's secondary supervisor said Stevens algebra outcomes were among the district's highest, reporting a first-quarter success rate around 91% and a second-quarter rate near 89% for algebra students; Jordan reported a 9% increase in ninth-grade algebra ABC grades and a 36% increase for Black students in a comparable ABC measure.
Kelsey Faber (Jordan, assistant principal), Stephanie Pe9rez (special education teacher and community guidance teacher), Isabela Domingo (Stevens algebra teacher) and Stephanie Wild (intervention and instruction coordinator) said the gains reflected coordinated structures: co-teaching models that pair general-education and special-education teachers in the same classroom; targeted small-group cycles (the presenters referred to 2x10 and —days to catch up—); common assessments; and professional learning focused on scaffolding, questioning and alignment to standards.
Pe9rez and other teachers also explained how student-facing data usage boosts agency: students review their bars on dashboards, set goals and celebrate progress when they meet targets. Stevens staff said co-teaching expanded so two teachers can deliver complementary instruction and pursue formative small-group work without losing core instruction time.
Presenters emphasized that growth was not accidental but supported by regular data team meetings, documented action plans and supervisory visits from secondary leads. The school teams encouraged replication of effective practices across sites and suggested district supports such as instructional visit schedules and structured opportunities for principals to observe exemplars.
The board thanked the teams and asked staff to identify ways to scale the practices districtwide.
