To identify a scalable model able to be applied to other Richardson Independent School District (RISD) campuses, by first analyzing research and survey findings that shed light on the prevailing district-wide climate concerning math practice, policy and instruction and identified teachers' perceptions of students' learning abilities, along with their attitudes toward minority and economically disadvantaged students. TAKS and content competency scores also were reviewed as part of the overall process to select a junior high campus to serve as the pilot for the TI-supported math program.

1. Increase teacher knowledge by assessing teachers' understanding of subject content; developing a common planning time for writing lesson plans and discussing student progress; making TI-hired mathematicians available to teachers to answer teachers' questions and clarify lessons; creating lesson plans responsive to Texas Essential Knowledge and Skills (TEKS); and providing teachers with equity training and content-based instruction.
2. Increase time on task from 50- to 100-minute instructional blocks to better serve struggling students, for example, those who did not pass their last TAKS test or those who performed poorly in Advanced Placement math courses.
3. Utilize technology to improve students' understanding and reduce behavior problems by using, for example, student handheld "TI Navigators" in each math classroom. Via a laptop, math teachers are able to review students' responses to practice problems to identify whether students are grasping lesson content.
4. Administer benchmark assessments to better identify and serve struggling students and develop individual student performance plans.
5. Improve classroom climate and increase expectations for student and teachers in innovative ways, including training teachers to serve high-needs students by creating more opportunities for student movement and action and training administrators to be supportive of changes in the curriculum and schedule.

• The junior high campus selected for the pilot, formerly seventh of nine junior high schools based on 2005 TAKS math scores, is now tied for second place in 7th grade and has moved up to fifth place in 8th grade based on benchmark exam scores;
• Math test scores at the pilot site are well above the district average for 7th and 8th grades; and
• Positive feedback is being received from teachers and parents, with teachers citing a positive difference in student focus and motivation and parents reporting that their children actually are enjoying math.