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Hisd Elem Math 2009 2010
- 1. The State of Houston ISD Elementary Mathematics September 2009 Houston ISD-Elementary Mathematics Department
- 2. Houston ISD’s Current Reality Vision Building:Vision Building: What does quality elementary mathematics teaching and learning look like in Houston ISD? Solution: Houston ISD Elementary Mathematics Curriculum, Instruction and Assessment Tools What is the impact on mathematics student achievement and progress in Houston ISD? What is happening in elementary mathematics for school year 2009-2010?
- 3. WhatWhat Houston ISDHouston ISD CurriculumCurriculum resources areresources are at teacher and administrator fingertipsat teacher and administrator fingertips to respond this question?to respond this question? Vertical Alignment MatrixVertical Alignment Matrix TEKS/TAKS CorrelationTEKS/TAKS Correlation Horizontal Alignment Planning GuidesHorizontal Alignment Planning Guides The Year-at-a-GlanceThe Year-at-a-Glance PLC Question #1: What is it we want ourPLC Question #1: What is it we want our students to learn?students to learn?
- 4. Vertical Alignment MatrixVertical Alignment Matrix and Power Objectivesand Power Objectives
- 6. Horizontal Alignment Planning GuidesHorizontal Alignment Planning Guides (HAPGs)(HAPGs)
- 8. The Toolbox!The Toolbox! PK-5 Every Day Counts Calendar Math District- Produced Elem Math TV Show Newly Adopted and Implemented Textbook Resources Developing Mathematical Ideas (DMI) Professional Development SuperSource CD Manipulative Lessons
- 9. District-wide Mathematics Problem SolvingDistrict-wide Mathematics Problem Solving Graphic OrganizerGraphic Organizer NEW in 2009- 2010
- 10. PLC Questions 2 and 3: How do we know ourPLC Questions 2 and 3: How do we know our students are learning? How do we respond when astudents are learning? How do we respond when a student is or is not learning?student is or is not learning? Grades K-2 Assessing Math Concepts/Kathy Richardson Assessments using PDA/Palm Technology Grades 3-5 Nine-Week Formative Curriculum Benchmark Assessments
- 11. How are HISD students performing on the K-2 palm-based Assessing Math Concepts (AMC) by Kathy Richardson?
- 12. Kindergarten-Counting Objects Task Met Benchmark Task 1: Count a Pile (21+) 84% Task 2: Make a Pile (18) 78% Task 3: 1 More/1 Less with Counters (12+) 62% Task 4: 1 More/1 Less without Counters (12+) 53% Grade One-Hiding Assessment Facts to 10 Task Met Benchmark Part 1: With Counters (7+) 64% Part 2: Without Counters (7+) 64% Grade Two-2-Digit Addition and Subtraction Task Met Benchmark Part 1: Two-Digit Addition 70% Part 2: Two-Digit Subtraction 57% How are HISD students performing on the K-2 palm-basedHow are HISD students performing on the K-2 palm-based Assessing Math Concepts (AMC)Assessing Math Concepts (AMC) by Kathy Richardson?by Kathy Richardson?
- 13. HISD Math TAKS Passing Rate 2005 2006 2007 2008 2009 2005-2009 Comparison Grade 3 71 72 75 78 82 +11 Grade 4 69 77 80 82 86 +17 Grade 5 68 76 81 82 84 +16 Texas Math TAKS Passing Rate 2005 2006 2007 2008 2009 2005-2009 Comparison Grade 3 82 83 82 83 84 +2 Grade 4 82 84 76 84 86 +4 Grade 5 80 82 86 83 84 +4 How are we doing on the Texas Assessment of Knowledge and Skills (TAKS)?
- 14. HISD Math Economically Disadvantaged 2005 2006 2007 2008 2009 2005-2009 Comparison Grade 3 66 67 72 74 79 +13 Grade 4 65 73 77 79 84 +19 Grade 5 64 73 79 80 82 +18 Texas Math Economically Disadvantaged 2005 2006 2007 2008 2009 2005-2009 Comparison Grade 3 75 76 76 77 78 +3 Grade 4 74 78 80 79 81 +7 Grade 5 72 75 79 77 78 +6 How are we doing with our Economically Disadvantaged students?
- 15. Estimated District Mean NCE Gain Grade: 2 3 4 5 6 7 8 9 10 11 Mean NCE Gain over Grades Relative to Growth Standard Growth Standard: 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2007 Mean NCE Gain: 4.4 G 1.1 G 3.8 G -2.5 R* 5.2 G 3.3 G 2.7 G -1.7 R* 2.2 G 2.1 Std Error: 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.2 0.0 2008 Mean NCE Gain: 6.1 G 1.2 G 4.1 G -2.6 R* 5.7 G 4.1 G 3.0 G -2.1 R* 4.3 G 2.7 Std Error: 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.0 2009 Mean NCE Gain: 8.1 G 5.1 G 3.1 G -2.8 R* 6.3 G 3.2 G 2.7 G -2.4 R* 5.0 G 3.2 Std Error: 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.0 3-Yr-Avg NCE Gain: 6.2 G 2.5 G 3.7 G -2.6 R* 5.7 G 3.6 G 2.8 G -2.1 R* 3.8 G 2.6 Std Error: 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.0 Estimated District Mean NCE Scores Grade: 2 3 4 5 6 7 8 9 10 11 State Base Year (2006): 50.0 50.0 50.0 50.0 50.0 50.0 50.0 50.0 50.0 50.0 2006 Mean: 38.9 39.2 38.3 39.4 33.8 36.2 38.2 39.1 37.6 40.1 2007 Mean: 39.3 43.3 40.3 42.1 36.9 39.1 39.5 40.9 37.4 39.7 2008 Mean: 39.6 45.4 44.5 44.4 39.5 42.5 43.2 42.6 38.8 41.7 2009 Mean: 40.2 47.8 50.6 47.7 41.6 45.8 45.8 45.9 40.2 43.8 G - Estimated mean NCE gain is above the Growth Standard by 1 Standard Error or more. Y - Estimated mean NCE gain is at most 1 Standard Error below the Growth Standard but less than 1 Standard Error above it. R* - Estimated mean NCE gain is below the Growth Standard by more than 1 Standard Error. Houston ISD Mathematics Value-Added Data
- 16. How has the HISD Elementary Mathematics Department added-value to teachers, mathematics content specialists, mathematics lead teachers and administrators? During school year 2008- 2009, 7,146 HISD teachers and leaders attended one ore more elementary mathematics professional development learning opportunities. During school year 2008- 2009, the Elementary Mathematics Department provided 59 different elementary mathematics professional learning opportunities for HISD teachers.
- 17. ImplicationsImplications What we know today doesWhat we know today does not make yesterdaynot make yesterday wrong,wrong, it makes tomorrowit makes tomorrow better.better. -Carol Commodore-Carol Commodore
- 18. Curriculum •Robust Horizontal Alignment Planning Guides (HAPG’s) based upon 2008-09 student achievement data and user feedback •Implementation of Pearson Scott-Foresman enVision Math textbook and technology resources (Year 2) •Power Objectives, Essential Understandings, Guiding Questions, Literacy Leads the Way Strategies, and English Language Proficiency Standards connected to K-5 Math TEKS. •All 2009-2010 K-5 Math HAPGs posted online in June 2009 to facilitate curriculum mapping and strategic planning. What is happening in ElementaryWhat is happening in Elementary Mathematics for 2009-2010?Mathematics for 2009-2010?
- 19. What is happening in ElementaryWhat is happening in Elementary Mathematics for 2009-2010?Mathematics for 2009-2010? Instruction •District-wide Problem Solving Journals using the HISD Problem Solving Board graphic organizer •Number of the Day and Number Talks •Every Day Counts Calendar Math •Math TV Show-Math-A-Letics DVD Library disseminated to teachers and leaders demonstrating conceptually-based teaching practices •enVision Math Resources including: 4-Step Lesson Planning, Interactive White Boards, ExamView, ready-made center games, and effective use of math manipulatives
- 20. What is happening in ElementaryWhat is happening in Elementary Mathematics for 2009-2010?Mathematics for 2009-2010? Assessment •K-2 primary formative Assessing Math Concepts student interviews Palm/PDA technology •Grades 3-5 Curriculum-Based Assessments (CBAs) •Grades 3-5 CBA Student Self-Analysis Documents and Tools •New Horizontal Alignment Planning Guide (HAPG) Math Formative Assessments •Explicit TAKS references and connections in HAPG’s
- 21. What is happening in ElementaryWhat is happening in Elementary Mathematics for 2009-2010?Mathematics for 2009-2010? Professional Development •emPOWERing Math Teaching and Learning •Numeracy Content Specialist Math Leadership Initiative •Developing Mathematical Ideas (DMI) seminars promoting accuracy, efficiency, and flexibility in math learning and teaching •Rice University Math Project (RUSMP) seminars, courses, and summer program •Every Day Counts Calendar Math institutes •Elementary Math Lead Teacher Institute and Seminars •Systemic enVision Math and technology professional development for K-5 classroom teachers, math specialists, and administrators •Assessing Math Concepts palm-based assessments for K-2 teachers •Manipulative Mondays
- 22. Contact InformationContact Information Houston ISD Mathematics Department 713-556-6823
- 23. For More InformationFor More Information Assessing Math Concepts using PDA Technology www.mathperspectives.com Battelle for Kids Value-Added http://www.battelleforkids.org/ Developing Mathematical IdeasDeveloping Mathematical Ideas (DMI)(DMI) Professional DevelopmentProfessional Development http://www.edc.org/MLP/DMI/about.html Every Day CountsEvery Day Counts Calendar Math www.greatsource.comCalendar Math www.greatsource.com Houston ISD Curriculum Department http://dept.houstonisd.org/curriculum/ Pearson Scott-Foresman enVision Math http://www.envisionmathtexas.com/ Texas Education Agency http://www.tea.state.tx.us/accountability.html
Notas del editor
- Say: As HISD has worked hard to establish Professional Learning Communities across the district, we must always think and consider carefully PLC Question #1 which is “What is it we want students to know and understand?” As a response to this important question, the Elementary Mathematics Curriculum Department, has created four important math curriculum documents to support your planning needs. These documents are: The Vertical Alignment Matrix (VAM) The Horizontal Alignment Planning Guide (HAP-G) The TEKS/TAKS Correlations Documents Year-a-a-Glance Documents We’ll take a moment to preview each of these documents. Think about how this document will help you plan instruction for your students.
- Say: This Vertical Alignment Matrix is a big picture document. On this document you will find the TEKS for every grade level and for every strand of mathematics for grades PK-5. Notice across the top of this document that there are columns for each grade level. Down the left hand side of the document you be able to see all six strands of mathematics. On the screen, you see the first page of the VAM. The Math Department describes this as the “Looking Back and Looking Ahead” Document. Everyone should download this document so you can easily see where a math concept is introduced and also to see where different levels of mastery are expected. Also, this document is helpful so you can quickly see what knowledge and skills should be taught at each grade level in comparison to the grade level you are teaching. As you think about differentiated instruction, struggling students, and even gifted and talented students, you will find this document extremely valuable as tool and resource for planning. As you look at the VAM, you will notice some objects that have a Red “P” in front the objective and the object is highlighted. These are identified “POWER OBJECTIVES” which are objectives that should be emphasized and taught deeply because due to connections to other content areas, leverage to similar objectives on your grade level, help prepare students for the next grade level, and have implications for preparing children for the TAKS test. Power Objectives were identified by over 500 teachers and the Math Department during the 2007-2008 school year.
- Say: Another important document to assist you in your planning is the TEKS/TAKS Correlations Document. This document is grade-level specific so you can easily see the TEKS for your grade level all on one document. Take note that there are 3 columns on this document. The middle column is the Texas Education Agency’s language for the TEKS. The column on the left (HISD Objective Column) matches TEA’s language exactly using the same words and numbering system. However, you will notice from time to time that there may be some extra words under this column. Based upon a careful study of the TEKS and TAKS, additional specificity and clarity have been added to some HISD Objectives to give you a better image and idea of what the objective means. A very popular feature on this document is the Assessment Correlations column on the right hand side. You will notice that the Math Department, using Margaret Kilgo’s, work has correlated every single released TAKS test time to each TEA objective. For example, for 3.1A (the first objective on this document), was tested in 2006 (question #2), in 2004 (question #33), and in 2002 (question #2). When you want images of how each objective has been assessed on the TAKS and how often, this document will help you immensely. Additionally, for grades K-2, correlations to Assessing Math Concepts/Kathy Richardson Assessments are available to you as well.
- Say: One of the most powerful resources for planning elementary mathematics in HISD are the Horizontal Alignment Planning Guides (HAP-Gs). These are grade-level specific documents which lay out all of the objectives for your grade level into Learning Foci by each 9-week grading period. This is the district’s scope and sequence and provides you with the order and timeline for teaching the objectives for your grade level. Related objectives are clustered together in each Learning Focus to assist you in connecting objectives together as opposed to teaching each of them in isolation. Right now you can log into the HISD Portal and download the 1st, 2nd, 3rd, and 4th 9-weeks Math HAPG for your grade level. The entire year is ready for you! An important thing to know is that all objectives are sequenced so they are all taught at least two school weeks or more prior to the first administration of TAKS for your grade level. Also, you will see that enVision Math lessons, strategies, and resources are included and referenced all throughout the HAPG. enVision Math is 100% aligned and correlated in the HAPG. Specific features as to how the HAPG and enVision go hand-in-hand are as follows: On the last column (Resource Column), you will quickly see the www.pearsonsuccessnet.com website so you can view, download, and access enVision math online anywhere you have internet connectivity. A must use website! Also, under the Resource Column, you will know what enVision Math lessons to use because the specific Teacher Topic and Lesson is referenced for you. For example, on this Grade 5 HAPG example…you can see that you would use Teacher Topic #1 Lessons 3 and 4 to teach decimals. Remember, enVision Math is a resource for you and is aligned all throughout the HAPG. Additionally, there are many other high quality resources and web links in the Resource Column to help you to plan aligned, rigorous, and engaging instruction for your students. Another wonderful feature is that the Math Department has included many wonderful visual models and representations from enVision Math in the HAPG. For example, on this slide you see how decimals are modeled and represented in enVision Math. enVision Math has wonderful “Instructional Considerations” for you as well. Note that the HAPG references enVision Math Essential Understandings, Guiding Questions, and TAKS Tips…all of which will help you to provide rigor in your teaching.
- Say: Another wonderful Curriculum Document available to you that can downloaded from the HISD Curriculum Department website are Year-At-A-Glance Documents which provide you with a big picture so you can see quickly where math topics and concepts are taught in each 9-week grading period. Additionally, you can see what topics are being taught during the same grading period in other content areas. For example, on this Grade 2 Year-At-A-Glance document, you can see what concepts are being taught in Reading/Language Arts, Math, Science, and Social Studies during the 1st 9-weeks of school. As you think about integration and themes in your teaching, this document will definitely help you in your planning.