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Table 46. Central Office Curriculum Specialists and Support <br />Sources: *CHCCS and OCS District Offices, December 2004 <br />Mathematics: A Subject Matter Example <br />Recent research in mathematics learning has generated new approaches to <br />instruction that emphasize student thinking and understanding of mathematical problems <br />and concepts. Recognizing these developments, CHCCS hired a coordinator for math and <br />sciences in 2004 -2005. In Figure 9 below, comparison of state, CHCCS and OCS student <br />performance data on EOGs reveal that both CHCCS and OCS students' performance drops <br />after grade 5, when both districts register 95% of their students performing at or above <br />grade level. CHCCS students level off in the sixth grade at about 93 %, a level sustained <br />through middle school, while OCS students decline steadily in middle school, meeting the <br />statewide level of 85% at the end of eighth grade. Curriculum leadership in mathematics <br />might be one approach to OCS student drop in mathematics achievement after grade 5. <br />CHCCS /OCS Final Report 74 <br />CHCCS* <br />OCS* <br />Asst. /Assoc. Superintendent for Curriculum & Instruction <br />1 <br />1 <br />Executive Director for Curriculum & Instruction <br />1 Also social <br />studies & AG <br />0 <br />Director Elementary Instruction (Planning) <br />1 Also staff <br />develo ment <br />1 <br />Director Secondary Instruction (Planning) <br />1 also driver <br />ed. <br />1 <br />Coordinator Language Arts and English <br />1 <br />0 <br />Coordinator, Mathematics and Science <br />1 <br />0 <br />Coordinator CTE Curriculum <br />1 <br />1 <br />Career Coordinator <br />1 <br />1 <br />VoCATS Coordinator <br />1 <br />1 <br />Coordinator Gifted Services <br />1 <br />0 <br />Coordinator AVID <br />1 <br />0 <br />Coordinator ESL <br />1 <br />0 <br />Director ECSS <br />1 <br />1 <br />Coordinator ECSS <br />1 <br />0 <br />Coordinator Health Services <br />1 <br />1 <br />Coordinator Pre School Disabilities <br />1 <br />0 <br />Director Pre -K /Headstart <br />1 <br />0 <br />Coordinator Migrant Education <br />0 <br />1 <br />Director of Inst. Technology and Media <br />1 <br />1 <br />Sources: *CHCCS and OCS District Offices, December 2004 <br />Mathematics: A Subject Matter Example <br />Recent research in mathematics learning has generated new approaches to <br />instruction that emphasize student thinking and understanding of mathematical problems <br />and concepts. Recognizing these developments, CHCCS hired a coordinator for math and <br />sciences in 2004 -2005. In Figure 9 below, comparison of state, CHCCS and OCS student <br />performance data on EOGs reveal that both CHCCS and OCS students' performance drops <br />after grade 5, when both districts register 95% of their students performing at or above <br />grade level. CHCCS students level off in the sixth grade at about 93 %, a level sustained <br />through middle school, while OCS students decline steadily in middle school, meeting the <br />statewide level of 85% at the end of eighth grade. Curriculum leadership in mathematics <br />might be one approach to OCS student drop in mathematics achievement after grade 5. <br />CHCCS /OCS Final Report 74 <br />