Commissioners Midwinter

1
TEA Mathematics Update for Commissioners
Midwinter Conference

• Paula Steffen Moeller, Director of Mathematics
• Julie Guthrie, Content Coordinator-Mathematics
• Texas Education Agency

2
Curriculum Updates
3
TEKS Refinement (Secondary)

• SBOE progress
• Discussion item in July and September
• Work group review September 24
• First reading November 4, 2004
• Second reading and final adoption in February 18,
  2005

4
TEKS Implementation

• SBOE will determine schedule
• Survey to collect feedback is now posted online
  at www.tea.state.tx.us/curriculum
• Might be as early as fall of 2005
• Might be as late as fall of 2006
• Watch the math listserv for more information
  (www.tea.state.tx.us/list)

5
Implementation Surveywww.tea.state.tx.us/curricul
um

• TEKS-based resource revision priorities
• Timeline for full implementation
• Timeline for inclusion on TAKS
• Approval of new TEKS included on TAKS in upcoming
  years
• Survey will close on February 12, 2005 encourage
  all superintendents, central office staff,
  campus administrators and teachers to participate

6
BIG Changes

• New numbering system for high school
• Additional clarity in geometry for middle school
• Specificity in probability and statistics for
  middle school
• Less ambiguity in Geometry at the high school
  level
• Graphing Technology added in Grades 6-8

7
TEKS Refinement (Elementary)

• Work group convened at TEA on October 23, 2004
• Surveys were completed in January
• Over 3,500 respondents participated
• Collapsed data will be provided to the SBOE at
  the February meeting
• TEA will further refine the TEKS based upon
  public comment
• Expert review will begin in late February

8
TEKS Refinement (Elementary)

• SBOE progress
• Discussion item during November and February
  meetings
• First reading in April 2005
• Final adoption in July 2005

9
Measurement

• Significant changes to align the concepts between
  grade levels
• Language correction as appropriate
• Better alignment with science TEKS

10
New introduction statement

• (4) Numerical Fluency with computational accuracy
  and conceptual understanding are required in K-5
  mathematics. Students should be able to work
  efficiently, accurately, and flexibly with
  numbers during computation and memorize basic
  facts. Students should be able to compose and
  decompose numbers to solve problems requiring
  precision, estimation and reasonableness.

11
Textbooks for Secondary

• Proclamation 2004
• 6-12 for mathematics
• 2006-2007 Adoption year
• Implementation in 2007-2008
• Integrated programs may be submitted
• Includes AP/IB mathematics texts for high school

12
Textbooks for Elementary

• Proclamation 2005
• Grades 1-5 for mathematics
• K (systems adoption only)
• Adoption in 2007-2008
• Implementation in 2008-2009

13
79th Legislative Session

• School Finance is a priority
• Bills filed during November
• Session began in January 2005 and will conclude
  in June
• Many education issues will be proposed within
  bills
• Possible discussion about the test release
  schedule

14
Governors Mathematics Initiative Expansion

• Focus on high school mathematics
• Effective instructional strategies for struggling
  students
• Identification of best practice in working with
  second language learners
• Increasing opportunities to prepare for the
  demands of college level mathematics courses

15
Predictions for 2005
16
87 of students have met the passing standard on
Exit level TAKS (July, 2004)

• 226,117 total students in 11th grade
• 13 not meeting the standard
• 29,396 students not meeting the standard and
  possibly not graduating
• This represents only one content section of the
  TAKS, remember students must meet the passing
  standard in all four areas

17
Adequate Yearly Progress (AYP)

• Many campuses will be effected by the federal
  sanctions within the NCLB legislation
• Many student groups not performing at the levels
  established by TEA
• Achievement gap between student populations
• Identification and intervention for struggling
  students is required

18
The Research Partnership
Texas Education Agency
Texas A M System
UT Austin
19
Texas Education Agency

• Provides leadership in research and staff
  development design
• Funds P-16 Educational Improvement Centers (PEIC)
• Coordinates the efforts of various university
  groups
• Identifies classroom teachers for research
• Disseminates information to the state through
  presentations

20
Texas A M

• Identify high needs campuses and establish
  university/district partnerships
• Establish staff development dates, locations and
  participants
• Create administrator training online
• Create e-mentoring website that includes
• diagnostics, learning modules and links to other
  useful information

21
UT Austin

• Hire staff to work directly with classroom
  teachers to introduce generative lessons
• Videotape interactivity for use in the staff
  development modules and e-mentoring website
• Conduct research to determine if there is a
  variance in student performance.
• Work directly with Texas Instruments to ensure
  the project is using the latest technology to
  collapse student work

22
Ten PEIC Centers

• Based on Texas A M System campuses
• High needs campuses identified (within a 60-mile
  radius of the university)
• 6 elementary
• 3 middle school
• 6 high school

23
Goals of the Project

• Increase the number of students who complete
  Algebra I, Geometry and Algebra II
• Increase content knowledge and skill level of
  high school mathematics teachers
• Increase university mathematics faculty
  participation in assisting high school
  mathematics teachers
• Close the gap for minority, ELL, and low SES
  students
• Increase the passing rates and the number of
  students meeting the college readiness standard
  (HERC-2200 scale score)

24
Strategies

• Professional development for teachers
• Benchmark assessment
• Performance analysis
• E-Mentoring

25
Types of interaction

• Continuous professional development to improve
  practice (with research to support change)
• Learning communities
• Summer training opportunities
• Trainer of Trainer sessions for academic
  facilitators and performance coaches
• Online diagnosis and mentoring to improve practice

26
New lesson structure

• Generative Design- multiple paths to an agreed
  endpoint
• Makes good use of cultural and linguistic
  diversity
• Engages the unmotivated learner
• Provides quick feedback to the teacher about
  student understanding
• Intellectually engaging

27
Needed

• Professional Development for teachers on how to
  open up the social space of their classroom to
  include ALL learners

28
Algebra I is the first content area being
developed.

• Focus on the function approach to teaching
  algebra content
• Concrete/pictorial/abstract modeling
• Creating bridges to symbolic realm of algebra
  though kid-centered activity
• Big ideas of function form the basis of all
  activity
• Technology used throughout

29
Making sense of mathematics in all forms
TECHNOLOGY
CONCRETE
PICTORIAL
ABSTRACT
30
Function Approach to Algebra I

• PD on how teachers can design Algebra lessons
  where every student participates and contributes
• Move toward the use of technology
• TI Navigator hub system
• Connects to graphing technology
• Allows teacher to give immediate feedback and
  intervention

31
LEP Math Initiative

• Texas State University System
• Sul Ross
• Angelo State
• Texas State
• Sul Ross (Rio Grande)
• Sam Houston
• Lamar
• Lamar IT
• Lamar (Orange)
• Lamar (Port Arthur)

32
The Plan..

• Determine student needs and successful
  instruction and intervention strategies
• Determine teacher training needs
• Develop a PD plan with existing resources
• Develop a web-based PD module
• Evaluate existing PD against the best practice
  framework developed

33
The Quick start web-based plan

• Vocabulary
• Successful teaching methods
• Practical hands-on activities
• Diagnostic strategies or tools for level or type
  of LEP identified student

34
TMDS Expansion

• 3rd Grade
• Algebra I, II and Geometry
• Register for passwords online at
  www.accesstmds.com/tmds

35
Recommended High School Program for all

• Freshman 2004-2005 class is the first group of
  students that must graduate with the RHP
• This means all students will successfully take
  Algebra II
• Districts may place students on the minimum plan
  with the approval of an ARD-like committee
  meeting
• These decisions should not be made until the
  student is about to enter the Junior year
• Decisions based on individual circumstances

36
Considerations for Algebra II

• Only one PEIMS number for this course
• All TEKS for Algebra II must be taught to all
  students
• Tracking is NOT encouraged
• Assume all students will attend college and
  prepare them for this opportunity in the same way

37
Large Increases in the Percent of College
Entering Students With the Recommended or Above
Curriculum
78
73
65
55
53
53
38
Algebra I

• Is the most basic course required under all
  graduation plans
• Districts must place incoming freshman in this
  course unless Algebra I was taken during middle
  school
• Pre algebra is NOT a course recognized by the
  Texas Education Agency in high school

39
Presidential Awards for Excellence in Mathematics
and Science Teaching

• Nominations are now due
• www.nsf.gov/pa
• To download the nomination form
• Grades 7-12 math and science teachers are
  eligible
• Email completed nomination forms to Paula at
  Paula.Moeller_at_tea.state.tx.us

40
2004 State Finalist
Kathy Skinner Samuel Beck Elementary Northwest ISD
41
2004 State Finalist
Jack Yaeger Scott Johnson Middle School McKinney
ISD
42
2004 State Finalist
M.K. Hernandez Lago Vista Elementary Lago Vista
ISD
43
TAKS Updates
44
Online Testing

• An online comparability study will be conducted
  for grade 8 students taking the spring 2005 TAKS
  tests.
• The grade 8 TAKS online administration will occur
  during the week of April 11-15, 2005.
• Students participating in the online test for
  mathematics, reading, or social studies will not
  be assessed in that subject area with the
  pencil-and-paper test.
• Results for grade 8 students who test online will
  serve as their TAKS results for the content area
  that they test in.

45
Online Testing

• An online comparability study will be conducted
  June 6-10, 2005 for students taking the exit
  level TAKS tests.
• A sample of campuses across the state will be
  selected to participate in an EXTRA testing
  opportunity for the exit level TAKS.
• Participating students will be assigned to take
  either an online or paper-and-pencil version of
  the TAKS.
• Results for exit level students who test online
  or on paper-and-pencil will serve as their TAKS
  results.

46
Online Testing

• Beginning in April 2005, a new version of the
  Algebra I EOC test will be offered to districts.
• This new version will be more closely aligned to
  the Algebra I objectives in the TAKS mathematics
  tests at grades 9, 10, and 11.
• The new TAKS-aligned version will be offered
  online only.

47
Make-Up Testing

• Make-up testing will continue for the 2004-2005
  school year for those grade levels and subject
  areas that are included in the calculation of AYP
  for NCLB.
• Includes TAKS mathematics tests for grades 3-8
  and grade 10.
• Includes SDAA II mathematics tests for enrolled
  grades 3-8 and 10

48
Make-Up Testing

• The USDE has approved a revision in the
  calculation of AYP to include both the first and
  second administration of grade 5 mathematics.
  Therefore, make-up testing after the second
  administration of grade 5 mathematics will now be
  added.
• No make-up tests are allowed for the third
  administration of the grade 5 mathematics test.

49
SDAA II

• Follows the TAKS model
• 5 objectives for IL K-1
• 6 objectives for IL 2-8
• 10 objectives for IL 9 and 10
• Increased level of rigor is noticeable
• Additional student expectation statements
  measured
• Griddable and ruler items have been included

50
SDAA II

• New mathematics charts have been created
• Tests are available for Special Education
  students enrolled in grades 3-10 receiving
  instruction in levels K-10
• Graphing calculators are required for those
  students testing at instructional levels 9 and 10

51
SDAA II

• Baseline Year has been eliminated from the
  answer documents
• ARD committee must select an expected achievement
  level prior to EACH year of testing

52
Special Education students and AYP

• For students served in special education, state
  policies and procedures related to assessment
  decision making should be followed, these are
  detailed in the 2004-2005 ARD manual
• State policies suggest that districts should
  assess student progress using the most
  appropriate assessment instruments, if SDAA is
  selected, students should be tested at the
  instructional level documented in the IEP

53
TEA is waiting

• For further guidance from the USDE specific to
  the use and inclusion of assessment results from
  SDAA II and LDAA in AYP calculations
• In the meantime, TEA recommends that districts
  assess students using the appropriate test, at
  the correct instructional level

54
Linguistically Accommodated Testing (LAT)

• This is a new assessment process for LEP-exempt
  students who are enrolled in grades included in
  AYP calculations (3-8 10).
• This will enable students who are LEP-exempt
  under Texas state policy to take the mathematics
  portion of the TAKS or SDAA II tests with
  linguistic accommodations.

55
Linguistically Accommodated Testing
(LAT)

• Secure mathematics tests, not released tests,
  will be used.
• The same performance standards will apply to
  these administrations as to the regular
  administrations.
• This will be implemented in spring 2005.
• More information is being sent to districts and
  is available on the TEA website.

56
Linguistically Accommodated Testing
(LAT)

• LEP-exempt students who participate in LAT
  administrations will count in AYP participation
  calculations for mathematics.
• Subject to approval by the USDE, test results of
  LEP-exempt students who participate in LAT
  administrations will also be used in AYP
  performance calculations.
• Remember, students who participate in LAT
  administrations are considered LEP-exempt under
  state policy and will not be included in state
  accountability.

57
Linguistically Accommodated Testing (LAT)

• How will math teachers be involved?
• The LPAC will collaborate with the math teacher
  of each LEP-exempt student and the testing
  coordinator to
• Make and document decisions concerning the
  linguistic accommodations that will be provided
• Determine the need for individual or small-group
  LAT administrations
• Identify appropriate LAT test administrators

58
Personalized Study Guides

• This is an additional resource to assist students
  who do not perform satisfactorily on any
  subject-area test of the exit-level TAKS.
• The study guides are customized based on each
  students test scores on the exit-level TAKS.
• The guides were designed to be used in
  conjunction with the TAKS study guides currently
  distributed by TEA.
• TEA has contracted with Grow Network to produce
  these guides.

59
Personalized Study Guides

• These guides will be produced and shipped to
  districts after each exit-level TAKS
  administration.
• In August 2004, a complete version of these
  guides was made available online.
• In January 2005, personalized versions of the
  online study guides were made available so that
  students can download their customized guide.
• Visit www.YourStudyGuide.com/Texas

60
Personalized Study Guides

• The guides contain
• an overview and explanation of the students
  individual TAKS results by subject area and by
  objective within each subject area
• a personal study planner to help the student get
  organized
• customized study sections for each subject area
  of the TAKS in which the student did not meet the
  passing standard and
• A tutor guide to enable teachers, tutors, and
  parents to help the student work through the
  guide.

61
Personalized Study Guides

• There are three sections to each guide.
• The warm-up section covers the objectives in
  which the student was most successful.
• The challenge section covers the objectives in
  which the student most needs to improve.
• The review section covers the objectives in which
  the student scored at or above the target
  statewide.

62
New Resources on TEA Website www.tea.state.tx.
us/student.assessment

• 2005 District and Campus Coordinator Manual
• 2005 TELPAS District and Campus Coordinator
  Manual
• 2003-2004 Technical Digest
• 2004-2005 SSI Grade Placement Committee Manual
• SSI Parent Brochures

63
Contact Information

• Paula Moeller, Director of Mathematics
• TEA Curriculum
• 512.463.9581
• Paula.Moeller_at_tea.state.tx.us
• www.tea.state.tx.us/curriculum/math.html
• Julie Guthrie, Content Coordinator-Mathematics
• 512.463.9536
• TEA Student Assessment
• Julie.Guthrie_at_tea.state.tx.us
• www.tea.state.tx.us/student.assessment