These courses are designed to help students understand the application of mathematics in a real world setting. These courses encourage students to develop strategies for successful problem solving while learning to use the fundamental algebraic skills required in further mathematics. Each course expands and builds on the use of the fundamental skills learned in previous mathematics courses to develop advanced algebraic concepts and real-world applications. Students develop the ability to recognize, manipulate and strategize within an axiomatic system using inductive and deductive reasoning. Students are required to solve geometric real-world problems using an algebraic approach. Most courses are designed to prepare college bound students by preparing them to take Pre-Calculus and Calculus. We have an alternative course called Math Models that is for students interested in Business or the work force.

Working THEORY

¨ Dorothy Strickland “Whole Part Whole” http://www.arp.sprnet.org/curric/Dept_Chairs/whole/htm

¨ Curriculum-based Reading

¨ Brain based Theory

o Concrete-Manipulatives

o Oral/Written Description- Detailing student’s mental picture

o Construction of pictorial

o Abstract

¨ Whole-Part-Whole (Dorothy Strickland) http://www.arp.sprnet.org/curric/Dept_Chairs/whole.htm

v Constructivist Classroom

v Content-Based Reading

v Multiple Intelligences

v Experiential Learning

Experiential Learning Cycles

What is Experiential Learning?

v Brained-based Research--Concrete to Abstract

ü Concrete-Manipulatives

ü Oral/Written Description- Detailing student’s mental picture (mental model)

ü Construction of pictorial

ü Abstract

v Theories

We've broken down this section on theories into the following five categories:

About Learning

Curriculum: What Should Be Learned?

Instruction: How Should Learning Be Designed?

Assessment: How Will We Know If Learning Occurs?

Organizational Theory: How Should Schools Be Designed?

WORKING MODELS

¨ Dorothy Strickland “Whole Part Whole” http://www.arp.sprnet.org/curric/Dept_Chairs/whole/htm

¨ Dana Center Grades 9-12 http://www.tenet.edu/teks/math/teks/cabygradelev.html

Grades 5-8 http://www.tenet.edu/teks/math/teks/cabygradelev.html

¨ National Standards http://standards.nctm.org/document/index.htm

¨ Classroom Text Books and Supplemental Workbooks

WORKING POLICIES

¨ NCLB-TIERS http://www.arp.sprnet.org/default/district/inservice/inserv1.htm

¨ Character Counts- http://www.goodcharater.com and http://www.arp.sprnet.org/CC!.htm

¨ Reading Improvement Policy- http://www.arp.sprnet.org/curric/READ/Initiatives.htm

¨ Scans- http://www.arp.sprnet.org/default/LivingSkills/SixSkills.htm

¨ Staff Development- http://www.arp.sprnet.org/default/district/inservice/inserv1.htm

Pedagogical Resources

How to Teach: http://www.stenhouse.com/pdfs/0405ch01.pdf
Teaching Math & Science: http://www.project2061.org/publications/sfaa/online/sfaatoc.htm
Teaching Math & Science -->Concrete to Abstract: http://www.project2061.org/publications/sfaa/online/Chap13.htm

TIME ALLOTMENTS

100% On Task

¨ 25% Explicit Instruction

¨ 15% Concrete Practice-Independent, Group & Guided

¨ Manipulatives: Jr. High: 3-4 times a week (calculator minimum 1 time per week)

*High School: 3-4 times a week

*Must include Calculator use

Calculator Use Means: (a). Teacher-to-Student Instruction

(b). Student use on homework

¨ 15% Oral Discussion-Group & Class

¨ 20% Abstract-Independent, Group & Guided

¨ 25% Guided Practice-Independent & Group

MENTORSHIP

Mentor Observation Form

Mentor Check List

Section 1 – General Information (Attach additional information if required)

Teacher to be mentored

Department

Mentoring Required for (Please P) Delivery

Assessment

Name of Mentor

Course Code

Course Name

Staff Development /Module Number(s)

Staff Development Title(s)

Section 2 – Mentoring (The following issues should be discussed at the initial meeting - pleaseP)

General

Date of initial meeting / /

Induction Checklist (if new staff member)

Staff Handbook

Staff Development/ Module plan

Record Keeping e.g. attendance, grades

and program descriptions

Arrangements for ongoing support (all support contacts should

be recorded in section 4 on page 2 )

Delivery

Learner needs

Learning strategies

Learning resources

Assessment

Is the teacher provided with all assessment tools (i.e. YEA, Benchmark tests)?

Yes

How will assessments be moderated? (Please P)

Grade reports

Sampling of completed assignments, tests, projects, etc.

Other (Please Specify) __________________________________

Section 3 – Staff Development Improvement (To be completed at the conclusion of each six weeks)

Assessment tools (including grade reports) have been forwarded to mentor.

Samples of completed assessment forwarded to mentor.

What suggestions does the mentored teacher have with regards to improving the quality of assessment (validity and reliability) and delivery?

Section 4 – Details of Mentoring Activities

Record details of mentoring contacts with teacher (e.g. discussion of learning strategies, approval of teacher generated assessment tools, assessment validation, parent contacts, follow up at conclusion of assessment for improvement purposes. Attach additional information if required.

Date	Details of Activity

ENGAGEMENTS

¨ Visual Cues- Posted Objectives-CIA

¨ Curriculum-Based Reading

¨ Four Classroom Components- Should be visible everyday!

v Concrete (manipulatives, models, hands-on)

v Discussion/Mental Models

v Symbolic/Pictorial

v Abstract (Overhead, white board, formulations)

GOALS

¨ All students will be successful in exiting TIERS

¨ All students will be successful on each benchmark test

¨ All students will be successful on TAKS test

¨ All students will strive for Commended on TAKS test

¨ Reasonable growth will be evident in all areas of TAKS

¨ All students will show reasonable growth on AYP

MAJOR CONCEPTS

TEKS- http://www.tea.state.tx.us/rules/tac/chapter111/index.html

National Standards- http://standards.nctm.org/document/index.htm

TAKS Objectives- http://www.tea.state.tx.us

CONCEPT WEAKNESSES

Lowest TAKS Objectives

¨ 8^th GRADE: Objective 4 46% Concepts & Uses of Measurements,

Objective 1 57% Numbers, Operations, & Quantitative Reasoning

Objective 2 58% Patterns, Relationships & Algebraic Reasoning

Objective 6 59% Mathematical Processes & Tools for Problem Solving

¨ 9^th GRADE: Objective 8 50% Concepts & Uses of Measurements,

Objective 3 51% Linear Functions

Objective 1 53% Functional Relationships in a Variety of Ways

Objective 7 53% 2 & 3 Dimensional Geometric Relationships & Shapes

¨ 10^th GRADE Objective 8 45% Concepts, Uses of Measurements, & Similarity

Objective 2 50% Properties & Attributes of Functions

Objective 6 52% Geometric Relationships & Spatial Reasoning

Objective 5 53% Quadratic & nonlinear Functions

Objective 9 53% Percents, Proportional Relationships, Probability & Statistics

¨ 11^th GRADE Objective 6 47% Geometric Relationships & Spatial Reasoning

Objective 10 50% Mathematical Processes & Tools for Problem Solving

Objective 8 50% Concepts, Uses of Measurements, & Similarity

Objective 9 54% Percents, Proportional Relationships, Probability & Statistics

ACTIVITIES

Lesson Plans

RESOURCES

Best Teaching Practices

http://instech.tusd.k12.az.us/balancedlit/handbook/BLHS/blmathhs.htm

Curriculum Concepts 8-12

Clarifying Activities

http://www.tenet.edu/teks/math/clarifying/cacoursetitlehs.html

http://standards.nctm.org/document/chapter7/numb.htm

http://standards.nctm.org/document/chapter7/alg.htm

http://standards.nctm.org/document/chapter7/geom.htm

http://standards.nctm.org/document/chapter7/meas.htm

http://standards.nctm.org/document/chapter7/data.htm

http://standards.nctm.org/document/chapter7/prob.htm

http://standards.nctm.org/document/chapter7/reas.htm

http://standards.nctm.org/document/chapter7/comm.htm

http://standards.nctm.org/document/chapter7/conn.htm

http://standards.nctm.org/document/chapter7/rep.htm

Making patterns, escribing patterns, extending pattern understanding

http://standards.nctm.org/document/eexamples/chap4/4.1/index.htm

http://www.tenet.edu/teks/math/clarifying/earlymath/number.html#tips

http://www.education-world.com/standards/national/math/index.shtml

Standards- Exemplary Mathematics Standards among the Seven States in the Central Region

http://www.mcrel.org/PDF/Standards/5021TG_ExempMath.pdf

Activities-Games

http://www.iit.edu/~smile/mathinde.html

Project 2061

http://www.project2061.org/default_flash.htm

http://www.project2061.org/publications/bsl/online/bolintro.htm

http://www.project2061.org/publications/bsl/online/ch2/ch2.htm#NatureOfMathematics

Software

Geometer’s Sketchpad

TI-Navigator, Presenter

Tracks-UT

L & M Software

http://www.nrich.maths.org.uk/public/index.php

http://www.hawaii.edu/suremath/intro_algebra.html

http://www.mav.vic.edu.au/PSTC/general/banklist.htm

http://www.mav.vic.edu.au/PSTC/general/links.htm

http://www.nwrel.org/msec/mpm/

http://www.mathgym.com.au/

http://www.rhlschool.com/mathv1-3.htm

http://www.artofproblemsolving.com/

http://www.webmath.com/

ACCOUNTABILITY

¨ Weekly Walk-Through

¨ “Formative” YEA, Benchmarks, assignments, projects content assessments

¨ “Summative” TEA-Formative Assessments for 8^th grade mathematics

¨ Progress Assessment Series http://www.tea.state.tx.us/index.html

¨ Tier 1- Students that failed to meet minimum requirements on the Yearly Expectations Assessment (YEA) given the third week of school.

YEA assessments are based on objectives the student needed to master from the previous grade level (content specific).

Students that have failed to master objectives taught during any 3^rd week period.

All parents will be notified by letter.

¨ Tier 2- Students that have failed to master objectives taught during any 6^th week grading period.

Students that have failed the TAKS (content specific) test from the previous year.

Students that have failed to master objectives taught based on benchmark test given during the 6^th week of grading period.

All parents will be notified by letter.

¨ Tier 3- Students that have failed to master objectives taught during any semester period of school.

This will be measured by semester grade and/or by benchmarks for that semester.

Any combination of Tier 1 & Tier 2 but would have a trait from Tier 1 & Tier 2.

All parents will be notified by letter.

TUTORIALS

¨ Software-L&M http://www.arp.sprnet.org/curric/L_M_MATH/index.htm

¨ TEA-Benchmark http://www.mathbenchmarks.org/tx_esc_mb/default.htm

¨ UT-Tracks http://www.track.uttelecampus.org/

¨ Quick Math http://www.quickmath.com/

¨ Tuesday After School-Specifically for Tier Students

¨ All other days scheduled by Teacher and/or Mu Alpha Theta Mentors