Elementary Math Lead Teacher Update

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Elementary Math Lead Teacher Update

• Houston I.S.D.
• Fall, 2005

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Elementary Math Lead Teachers Role/Responsibilitie
s

• Assume leadership for CLEAR implementation and
  other district-wide initiatives including a role
  in planning for TAKS
• Present CLEAR or other content specific
  professional development at the building level
• Disseminate information from Lead Teacher
  meetings
• Participate in a minimum of nine hours of content
  specific professional development by the
  Curriculum Department

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Whats New with AMI?
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Diagnostic Assessments K-2

• Assessing Math Concepts
• Revised schedule for 2005-2006
• Opening of School Assessments
• Models of Best Practices

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Diagnostic Assessments 3-6

• Opening of School Assessments
• Grade 3 - Assessing Math Concepts
• Grades 4-6 TAKS Data
• End of Nine Weeks Assessments
• Snapshots Grades 3-6

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Lets Talk About It

• What is the purpose of diagnostic or benchmark
  assessment?
• How do you use the information gained by
  assessing students?

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Frequently Asked Questions

• Accelerated
• Mathematics Instruction
• (AMI)

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When do we assess our students?

• Assessing Math Concepts
• During or before the end of the 9 weeks grading
  period in which they are listed on the 2005-2006
  Assessment Schedule
• Snapshots
• Upon completion of the units indicated on the
  grade level/course syllabus planner

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How do I record/track student data?

• Assessing Math Concepts
• Complete the Class Summary sheet found in the
  back of each assessment guide
• List all students with Is or any combination of
  Is and Ps
• Snapshots
• Print out the Student by Objective Report from
  PASS
• Highlight student name and each objective that
  he/she did not master (Mastery equals 3 or more
  items correct out of 4)

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How do I show when students reach mastery of a
concept?

• Record the date of mastery in the appropriate
  column of the student data sheet
• Assessing Math Concepts
• Class Summary Sheet in the column of each I or
  P received by the student
• Snapshots
• Under each objective that student did not master
  on the Student by Objective Report from PASS

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How do I determine if students have mastered a
concept?

• Teachers may use a variety of ways to determine
  student mastery
• Observation of students at work
• Recordings of center or group work
• Re-administer the assessment/portion of
  assessment in which students received Is and Ps
  (K-2)
• Re-administer a modified test composed of items
  for highlighted objectives on Student by
  Objective Report (3-6)

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Can our campus select an alternative assessment
to use for AMI?

• No. The Accelerated Mathematics Instruction
  (AMI) Guidelines require the District to
  designate which assessment will be used for
  identification of students in need of
  intervention.

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How do I provide intervention for students who
are in need?

• Students with similar needs should be grouped for
  intervention based upon assessment data
• AMI intervention sessions may be scheduled
• During the school day (Strongly recommended
  because of its timeliness and effectiveness)
• Before or after school

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Developing Mathematical Literacy
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Mathematical Literacy

• Students who are mathematically literate have
  developed
• Procedural and computational skills
• Conceptual understanding

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Strands of Mathematical Proficiency

• Understanding (Conceptual Understanding)
• Comprehending mathematical concepts, operations,
  and relations
• Computing (Procedural Fluency)
• Carrying out mathematical procedures flexibly,
  accurately, efficiently, and appropriately
• Applying (Strategic Competence)
• Being able to formulate problems mathematically
  and to devise strategies for solving them using
  concepts and procedures appropriately
• Reasoning (Adaptive Reasoning)
• Using logic to explain and justify a solution to
  a problem or to extend from something known to
  something not yet known
• Engaging (Productive Disposition)
• Seeing mathematics as sensible, useful, and doable

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Conceptual vs. Procedural Knowledge

• Conceptual Understanding
• Well-defined concepts
• Relationships among ideas, concepts, skills
• Procedural Knowledge
• Knowledge of facts, symbols, rules, procedures

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Conceptual vs. Procedural Errors

• Conceptual Errors
• Students lack fundamental understanding and
  experience with the concept
• Remediation begins with using manipulative
  materials
• Procedural Errors
• Students forget rules and algorithmic steps, but
  do understand the concept
• Remediation activities do not necessarily have to
  involve manipulatives
• Lessons can focus on drawing and/or representing
  objects and then connecting numerals to those
  figures or making notations as reminders

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Diagnosing Student Errors Activity

• Working together in groups, score the student
  practice sheet you have been given.
• Once you have finished scoring the paper,
• Identify the type of errors you find. Decide if
  there is a pattern in the errors.
• List the strengths exhibited in the childs work.
• Be ready to share with the whole group.

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Whats Happening in TEA?
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2004-2005 List of TEKS Student Expectations Tested

• Released in September
• Website address
• http//www.tea.state.tx.us/student.assessment/reso
  urces/release/expect/index.html
• TEA will release TAKS tests for the 2005-2006
  school year and produce item analysis reports.

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Elementary Math TEKS

• SBOE meeting October 18th
• Scheduled for second reading and approval
• SBOE will set the implementation schedule

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Effects of TEKS Refinements on TAKS Grades 3-5

• TEA will make plans to determine the effect of
  the TEKS refinements on TAKS grades 3-5 as soon
  as the elementary mathematics TEKS have been
  approved by the SBOE and an implementation date
  has been set.

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Grade 4

• a. Introduction.
• 2. Students select and use formal language to
  describe their reasoning as they identify,
  compare, and classify two-or-three-dimensional
  geometric figures shapes and solids
• (4) Throughout mathematics in Grades 3-5,
  students develop numerical fluency with
  conceptual understanding and computational
  accuracy. Students in Grades 3 5, use knowledge
  of the base-ten place value system to compose and
  decompose numbers in order to solve problems
  requiring precision, estimation, and
  reasonableness. By the end of Grade 5, students
  know basic addition, subtraction, multiplication,
  and division facts and are using them to work
  flexibly, efficiently and accurately with numbers
  during addition, subtraction, multiplication, and
  division computation

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Number, Operation, and Quantitative Reasoning

• 1B. Objects and pictorial add on
• 2A. Generate equivalent fractions using concrete
  and pictorial models use concrete objects and
  pictorial models to generate equivalent
  fractions
• 2B. Objects add on
• Materials and pictures take out
• 2C. Objects add
• 2D. Concrete objects and pictorial models add
  on
• 4D. Involving two digits numbers take out
• no more than two-digits times two-digits without
  technology add on
• 5B. Estimate a product or quotient beyond basic
  facts. Use strategies including rounding and
  compatible numbers to estimate solutions to
  multiplication and division problems.

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How to Reach Us

• Karen (Feagin) Steinhauer
• kfeagin_at_houstonisd.org
• Last name will be changing in the address book
  later this fall
• Barbara Williams
• bwilli10_at_houstonisd.org
• Telephone Number
• 713-892-6165