Strategic Plan

Alliance for Improvement of Mathematics Skills PreK-16

(EHR-0227105)

 

1.  Benchmarks.  Annual benchmarks are described to determine project progress over time with respect to student achievement and number, quality, and diversity of preK-12 teachers of mathematics and/or science, as well as in other specified areas.  Benchmarks developed must be supportive of the benchmarks and goals outlined in the proposal referenced above.  Attainment of and/or progress made towards full achievement of the annual benchmarks must be provided in each Annual Progress Report.

 

Goal 1:  Enhance professional learning for PreK-16 administrators, teachers (PK-12), faculty (higher education), and counselors  

Benchmarks (from C-7)

·          Surveys of administrators, teachers, and faculty about effectiveness of the professional learning experiences

Existing surveys of professional development from the Online Evaluation Resource Library http://oerl.sri.com/ that were developed by NSF funded projects will be implemented and/or adapted.  These surveys provide both quantitative and qualitative data for measuring the effectiveness of the professional development.  This data will be collected immediately following activities such as workshops and annually for a total perspective.

○         Modifying existing survey instruments, the internal evaluator (Dr. Irma Marshall) has developed an online survey to measure the level and effectiveness of professional development and the use of technology.  The data collected from this instrument is to provide a baseline to gauge further growth in classroom practices and professional development.  The instrument may be accessed at http://education.tamuk.edu/aimsps/psdata_interface/Results/submission_form.asp.

○         AIMS will also participate in CCSSO/AIR/WCER’s three-year empirical study to test objective and reliable methodology for measuring the effects of professional development on improving instruction in mathematics and science.  Initially, teachers from Grades 6,7, and 8 of partnering ISDs will be asked to participate in a survey to be administered during the week of May 19-23, 2003.  A small group of teachers will be selected to maintain a professional development log from Summer 2003 to Summer 2004.  A sub-sample will be interviewed in the Fall of 2004.  This RETA group plans to share the results with AIMS PreK-12 and partnering ISDs.

Baseline:  Baseline collected in Year One

·          Engagement of Administrators/Counselors

○         Administrators are expected to show their support for teachers and students through endorsement of student achievement.  Administrators are expected to encourage participation in AIMS supported workshops by allowing teachers to be absent from the classroom during “in-school” workshops and by providing substitutes for these teachers.  Principals will also be expected to provide early release of teachers to encourage planning and conferencing with the AIMS math specialist.

○         Administrators and Guidance Counselors are encouraged to attend workshops specifically designed for them.  In addition, AIMS supported institutes and workshops for teachers will be open to participation by administrators and counselors.  The math specialists are expected to meet with the counselors on a regular basis to discuss teacher methodology, student enrollments, student progress and failure rates each six weeks.

○         Administrators and Guidance Counselors are expected to encourage family and community support for studying mathematics through special events, PTA, etc.

·          Classroom observations for changes in teaching strategies

Two classroom observation instruments developed on or in the process of development by NSF funded initiatives in Texas will be used.  These instruments were developed specifically with measuring the impact of NSF-funded professional development on teaching strategies and the use of technology in the context of the Texas and national standards and the Texas statewide assessment.  In the Information Technology in Science (ITS) Center for Teaching and Learning (ESI 0083336; $10,000,000; 2000-2005), Dr. Carol Stuessy, Assistant Director for Assessment, has developed the Science Classroom Observation Profile System (presented at the Annual Meeting of American Education Research Association, 2002, New Orleans) which is also applicable in mathematics classrooms for observing the impact of technology on instruction.  The Texas Rural Systemic Initiative (ESR 9813583; $10,000,000; 1998-2003) is developing an observation instrument for their specialists to examine the impact of professional development on instruction.

○         Dr. Stuessy’s instrument has been modified for the mathematics classroom and is now called the Math and Science Classroom Observation Profile System (MAS-COPS).  MAS-COPS is an indicator observation instrument designed to address questions of the complex interactions that occur between students, teacher, and instructional materials.  In the AIMS project, the instrument will be used to measure change in teaching practices.  Data collected from classroom observations are expected to show that instruction has become more interactive and student-centered.  Classroom observations of 131 teachers at the beginning of the new school year will form baseline data.  Thereafter, classroom observations with MAS-COPS are to be conducted on the same group of teachers in the latter part of each school year.

Baseline: Baseline collected in Year One

·          Classroom observations reflecting growth in teacher content knowledge

Modifying classroom observation instruments from the Online Evaluation Resource Library and the Center for Professional Development of Teachers at Texas A&M University-Kingsville, an instrument has been developed to measure the content knowledge of teachers.  The Instructional Content Assessment consists of 21 items.  The first six items are associated with content knowledge.  The remaining fifteen items are related to instructional issues that are difficult to accomplish satisfactorily by the teacher without a good understanding of the content.  A copy of the instrument appears on the next page.  The Math Specialist will have the responsibility of using the instrument to collect data through annual classroom observations of 131 teachers.  Benchmarks are to be a percentage of teachers with average scores at the excellent level or above.

AIMS PreK-16

INSTRUCTIONAL CONTENT ASSESSMENT

 

Date ________________                                                                       Time:    Start ________          Finish ________

(Please Print) Name ___________________________         District _____________________________

School _____________________________             Grade Level _______________   Subject _______________

 

CIRCLE THE APPROPRIATE NUMBER TO INDICATE THE TEACHER’S PERFORMANCE.

Scoring Code:

5 – Exceptional (above and beyond what is expected)                           1 – Inadequate (less than what is expected)

4 – Excellent (above what is expected)                                   0 – Unacceptable

3 – Proficient (what is expected)                                                            N/O – Not Observed

2 – Average (minimum expectation)

Content Knowledge

 

Comments

5

4

3

2

1

0

N/O

Exhibits comprehensive and current knowledge base of subject matter

 

5

4

3

2

1

0

N/O

Exhibits familiarity with content related resources

 

5

4

3

2

1

0

N/O

Utilizes appropriate methods when teaching each content area

 

5

4

3

2

1

0

N/O

Provides for practical/authentic application of lesson content

 

5

4

3

2

1

0

N/O

Integrates multiple content areas into instruction

 

5

4

3

2

1

0

N/O

Relates content to interests/ experiences of  students

 

Instructional Procedure

 

 

5

4

3

2

1

0

N/O

Begins with effective focus

 

5

4

3

2

1

0

N/O

Communicates learning objectives

 

5

4

3

2

1

0

N/O

States rationale in order to help students understand the purpose of the lesson

 

5

4

3

2

1

0

N/O

Engages all students in lesson

 

5

4

3

2

1

0

N/O

Engages students in higher level thinking/problem solving

 

5

4

3

2

1

0

N/O

Implements appropriate sequence of activities

 

5

4

3

2

1

0

N/O

Relates instruction to prior and future learning

 

Instructional Judgment

 

 

5

4

3

2

1

0

N/O

Provides corrective feedback/clarifies

 

5

4

3

2

1

0

N/O

Implements instruction at appropriate level

 

5

4

3

2

1

0

N/O

Selects and maintains focus of lesson objectives

 

5

4

3

2

1

0

N/O

Re-teaches when necessary

 

Instructional Equity

 

 

5

4

3

2

1

0

N/O

Delivers instruction appropriate to diverse learning styles and abilities

 

5

4

3

2

1

0

N/O

Delivers instruction appropriate to diverse backgrounds, experiences, interests, and needs of students

 

Communication Skills

 

 

5

4

3

2

1

0

N/O

Explains content/tasks clearly

 

5

4

3

2

1

0

N/O

Effectively integrates available media/ technological resources

 

 

*Information collected is for use in the AIMS PreK-16 project only.

·          Texas Assessment of Knowledge and Skills (TAKS)

In 2003, Texas is changing from the twelve-year-old Texas Assessment of Academic Skills (TAAS) to the Texas Assessment of Knowledge and Skills (TAKS).  The new assessment, which is closely linked to Texas curriculum standards, Texas Essential Knowledge and Skills, significantly raises the bar for student achievement.  Under TAAS, students had to correctly answer 50% of the questions to pass.  With the TAKS, the minimum expectations are raised to 70%.  The format of the test is changing from a strictly multiple choice to open-ended griddable format for many questions.  The new assessment will focus less on computational skills and more on problem solving and critical thinking skills.  The Texas Education Agency is predicting that TAKS will cause student scores to drop dramatically in the first year of implementation.  They have provided school districts with Early Indicators of anticipated TAKS scores based on the district’s 2002 TAAS scores (see Table 1).  Understandably, these projections have caused considerable apprehension among educators, elected officials, and parents.  As a result, the Texas Education Agency has decided to phase the passing rate for TAKS in over the next three years.  For 2002-2003, the passing score will be set at 2 SEMS (Standard Error of Measurement) below a panel’s recommended passing score; 1 SEM below in 2003-2004, and finally the panel’s recommended score in 2004-2005.  For the 2003 administration of the TAKS, school districts have received preliminary passing percentages per each grade level.  The accompanying chart indicates the average of the passing percentages across all grade levels.  Percentages were not available for Robstown ISD, which traditionally has low scores. 

Average of Preliminary Passing Percentages

School District

Agua Dulce

Calallen

Flour Bluff

Gregory-Portland

Kingsville

Sinton

Taft

Tuloso-Midway

Average

61

89

79

84

66

77

65

84

 

For comparison, the state average of the passing percentages across all grade levels was 79.  Please note that these averages are not official summary data nor are they how the state prepare the “summary score” for each district.  The poor average mathematics scores on the initial administration of TAKS suggest the need for significant improvement in student performance.  In determining school district ratings, consideration is given to all student scores in every accountability subgroup including Total Students, African American, Hispanic, White, and Economically Disadvantaged at each tested grade level.  As stated on C-4, Districts are rated Academically Acceptable if at least 55% of the students in each subgroup pass TAAS (now TAKS).  If at least 80% in each student subgroup pass, the districts are Recognized, and they are rated Exemplary if at least 90% in each subgroup pass.  All partner districts were rated as Recognized during school year 2000-2001.  Based on the Early Indicators of this new testing program, several districts could drop to Academically Acceptable, and Agua Dulce, Sinton, and Taft Independent School Districts are at risk of becoming Low Performing, primarily due to the testing of new mathematics content, and more rigorous testing of problem-solving and critical thinking skills. 

Annual Benchmarks: Year 1: Meet or exceed Texas Education Agency’s projected scores by district, grade, and subgroup.  Years 2-5: Since research indicates that it takes three to five years to see measurable impact of professional learning activities on student achievement, the nine school districts’ goal is to have all student subgroups at the 90% average passing rate or higher by the end of the five years of AIMS PK-16.  This represents a major growth goal for six of the nine partner districts.  The three higher performing districts will target a 95% average passing rate.

Baseline from J-8 to J-16 of original proposal and Table 1 attached

·          Texas Academic Skills Program (TASP)

This state-mandated test measures the academic skills necessary to perform effectively in college-level work.  TASP includes subtests on reading, writing, and mathematics.  TASP mathematics scores for local districts also indicate gaps in achievement by ethnic group, race, income, and disability, even among students passing the Exit TAAS.  This prevents students from enrolling in college level mathematics and science courses and creates a barrier to careers in science, technology, engineering, and mathematics (STEM) fields.  TASP is taken by all students before they take college-level courses at a Texas public community college, public technical college, or public university.  Statewide, TASP passing rates have been declining from 64.3% passing math in 1995 to 41.2% passing currently.  The Texas Higher Education Coordinating Board attributes much of this decline to an increased number of student who were TASP exempt based on their SAT, ACT, or TAAS scores. 

○         Although a higher percentage increase would be desirable, AIMS will target for a 18% rate over 5 years, or an average of 3.5% per year.

Annual Benchmarks:  Increase each district’s TASP passing rate by 18% over 5 years, or an average of 3.5% per year.  This percentage will place the average of the district’s TASP passing rates after five years at 50%

Baseline: Table 2:  Baseline TASP Percentages Passing by Partner District

·          SAT and ACT Scores

While many of the partner school districts have district average SAT and ACT scores at or above the Texas statewide average, every school district has one or more subgroups scoring below the state average.  AIMS PK-16 will endeavor to close the gaps between the state average and all subgroups. 

Annual Benchmarks:  Close the gaps between the average score for under-performing subgroups and the state by an average of 0.4 per year on ACT (2 points over 5 years) and by an average of 20 points per year on SAT (100 points over 5 years). 

Baseline:  J-8 through J-16 in appendix of proposal

 

Goal 2:  Provide a challenging curriculum for all students

Benchmarks (from C-7)

·          Increase the number and diversity of students earning college credit for mathematics courses while in high school

Partner School districts vary on their priorities in encouraging students to take AP or Dual Credit courses.  AIMS PK-16 will treat both methods equally.  The number of students taking college level courses in high school is an issue of pipeline, beginning in eighth grade.  It is very difficult to increase the number of students taking advanced mathematics courses during their senior year without first increasing the number of students in 8th grade algebra and in Pre AP courses in early high school.  Many of the partner districts are restricting the availability of 8th grade Algebra to only those students identified as gifted and talented because of the early predictors of lower TAKS scores. They are concentrating their efforts on providing a solid preparation of mathematics skills to all students rather than early exposure to the traditional high school math sequence.  AIMS PK-16 will gather data on the number and diversity of students in each of these courses annually. 

Annual Benchmarks: Increase the number of students enrolled in the pipeline for college level courses (8th grade algebra and Pre AP mathematics classes) and AP/Dual enrollment classes by an average of 5% per year across all partner districts.  After collecting a baseline of students by diversity and gender, the partnership will set an annual benchmark for each subgroup also, so that all students will demonstrate increased preparedness for college level mathematics courses.

Baseline: Table 3:  Students Taking 8th Grade Algebra, College Level Math Courses, and Earning College Credit

Diversity of students in these courses have not been collected; therefore, data was not available for baseline.

·          Texas Assessment of Knowledge and Skills (TAKS)

See Goal 1

·          Texas Academic Skills Program (TASP)

See Goal 1

·          SAT and ACT Scores

See Goal 1

 

Goal 3:  Enhance the applications of technology for instruction and collaboration

Benchmarks (from C-7)

·          Surveys of use of technology

Existing surveys of professional development from the Online Evaluation Resource Library http://oerl.sri.com/ that were developed by NSF funded projects will be implemented and/or adapted.  These surveys provide both quantitative and qualitative data for measuring the use of technology and teacher self-efficacy regarding technology implementation in the classroom.  Data from the classroom observations described in Goal 1 will also inform the measurement of this goal. 

○         Teachers from the partnering ISDs will respond to the online survey from May 5 through May 15, 2003.

○         In year one, providing the Geometers Sketchpad to each partnering ISDs will be a priority.

○         Year two through five, provide “ThinkFive: Algebra and Geometry Solutions” (www.thinkfive.com), an on-line, interactive instructional and teacher support program, correlated to the TEKS.  ThinkFive is partnered with the Charles A. Dana Center at the University of Texas, Austin.

Baseline:  Baseline on use of technology by faculty and students collected in Year One

·          Texas Assessment of Knowledge and Skills (TAKS)

See Goal 1

·          Texas Academic Skills Program (TASP)

See Goal 1

·          SAT and ACT Scores

See Goal 1

(The ThinkFive program will provide an annual report by school on the utilization of the program by the teachers and by their students by class.)

 

Goal 4:  Conduct research on effectiveness of interventions 

Benchmarks (from C-8)

·          Student performance data from TAKS, TASP, SAT, and ACT

See Goal 1

·          Teacher professional development hours

See Goal 1

·          Teacher retention

Teacher retention has a direct impact on the ability of schools to provide highly qualified mathematics teachers for all students.  Some of the school districts, especially Aqua Dulce and Taft, have serious problems with teacher turnover.  It is anticipated that the mentoring component of AIMS PK-16 will have an impact on teacher retention (see question 4).

Benchmark:  By year 2, reduce turnover of mathematics teachers in all partner school districts to at or below state average.

○         The state average is 15.8.  The Region 2 education Service Center area average is 15.2.

○         AIMS is to assist in providing mentors for all new teachers.

Baseline:  Table 4:  2001 Teacher Turnover Rates and Under-Certified Teachers

·          Teacher certification

Teacher certification levels have been demonstrated to have a direct effect on student achievement. While AIMS PK-16 does not directly address teacher certification issues, this data will be used as indicators of highly qualified teachers in every classroom.  The educational research component will compare the impact of AIMS PK-16 on teacher certification and the effect on student achievement.

○         “No Child Left Behind” mandates the placement of “highly qualified” teachers in every classroom.  AIMS does not directly address teacher certification; AIMS will work with ISDs to facilitate teacher certification through ESC 2 and Higher Education.

Benchmark:  Track the number of under-certified teachers completing appropriate certification.  All under-certified teachers in the baseline (Table 4) will complete requirements for certification by the end of Year Three. 

Baseline: Table 4:  2001 Teacher Turnover Rates and Under-Certified Teachers

·                      Preservice Teachers

○         The preparation of preservice teachers will be addressed through their university classes by university and college faculty that are to be engaged in AIMS supported workshops.  Mathematics and education faculty are expected to integrate pedagogy and content into university classes.

○         Institutes and workshops are to be available to new teachers for their participation.  In addition, new teachers in the partnering ISDs will be mentored by the math specialists employed by AIMS.  New teachers will become acquainted with AIMS goals through their observations of teachers in the partnering ISDs and through the mentoring provided by the math specialists.

Benchmark:  New teachers will demonstrate teaching practices through classroom observations and will participate in AIMS supported institutes and workshops

Baseline:  Baseline collected in Year One.

·                      Institutions of higher education

○         Higher education faculty and developmental faculty in mathematics will be engaged in AIMS supported institutes and workshops and will serve on vertical alignment teams.  They are expected to infuse their teaching assignments with teaching practices acquired from attending the institutes or workshops.

○         Higher education faculty and developmental mathematics faculty are expected to complete the online survey and any institute or workshop evaluations upon completion of each institute or workshop.  The online address is http://education.tamuk.edu/aimsuniv/univ_interface/Results/submission_form.asp.

Benchmark:  Participant in or resource to vertical teams, TEXTEAMS leader, infusion of technology in teaching assignment, integration of TEXTEAMS and national standards in courses for preservice teachers.

Baseline:  Baseline collected in Year One.

○         Number of higher education faculty engaged in AIMS supported activities (institute, workshops, TEXTEAMS leadership training, vertical teams)

○         Use of technology.

○         Reformed higher education courses.

○         Vertical and horizontal alignment of higher education courses.

Table 1:  Early Indicators of TAKS scores

 

State

Aqua Dulce

Calallen

Flour Bluff

Gregory-Portland

Kingsville

Robstown

Sinton

Taft

Tuloso-Midway

 

TAAS

TAKS

TAAS

TAKS

TAAS

TAKS

TAAS

TAKS

TAAS

TAKS

TAAS

TAKS

TAAS

TAKS

TAAS

TAKS

TAAS

TAKS

TAAS

TAKS

3rd

87%

70%

84%

58%

92%

78%

91%

72%

81%

57%

88%

69%

81%

53%

88%

71%

73%

49%

84%

69%

4th

94%

77%

88%

71%

99%

93%

96%

82%

98%

74%

98%

90%

91%

62%

96%

77%

99%

66%

93%

70%

5th

96%

85%

100%

82%

99%

92%

96%

85%

98%

86%

93%

75%

91%

63%

92%

82%

93%

73%

97%

73%

6th

93%

76%

95%

88%

98%

87%

97%

82%

99%

91%

93%

69%

92%

69%

98%

84%

85%

63%

95%

75%

7th

92%

70%

67%

33%

95%

75%

95%

79%

94%

73%

83%

51%

80%

41%

96%

77%

92%

49%

95%

78%

8th

92%

69%

96%

70%

98%

88%

94%

73%

94%

68%

84%

55%

84%

65%

98%

80%

91%

53%

93%

76%

 

Table 2:  Baseline TASP Percentages Passing by Partner District

School District

Aqua Dulce

Calallen

Flour Bluff

Gregory-Portland

Kingsville

Robstown

Sinton

Taft

Tuloso-Midway

% Passing TASP

42.9%

48.5%

54.5%

49.5%

37.2%

25.2%

35.4%

46.7%

42.4%

 

Table 3:  Students Taking 8th Grade Algebra, College Level Math Courses, and Earning College Credit

School District

8th Grade Algebra

AP/Dual Credit Enrollment

Students Receiving Credit

Aqua Dulce

 7

2

0

Calallen

78

86

23

Flour Bluff

97

32

15

Gregory- Portland

 115

44

26

Kingsville

52 

46 

3

Robstown

34

9

0

Sinton

NA

8

8 

Taft

19

16

6

Tuloso-Midway

62

36

25

Table 4:  2001 Teacher Turnover Rates and Under-Certified Teachers

School District

2001 Teacher Turnover Rate

Under-certified teachers

Aqua Dulce

30.3%

1

Calallen

14.4%

5

Flour Bluff

13.7%

4

Gregory- Portland

13.8%

6

Kingsville

15.1%

11

Robstown

15.7%

13

Sinton

18.3%

17

Taft

22.4%

5

Tuloso-Midway

21.3%

0

 

 

2.  Student Achievement.  A partnership-wide mechanism is being used to determine the degree to which every student is being provided challenging curriculum in mathematics and/or science classes.  The increased participation and success of students in advanced mathematics and/or science courses should be described.  Data describing student achievement in science and/or mathematics must be collected, reported and used to inform and advance the work of the partnership, as appropriate, per state and district testing.  Disaggregated data by race, ethnicity, socio-economic status, gender, and disability must be provided.

 

A.  Participation and success in advanced mathematics classes

1.  Benchmarks for Vertical Alignment:  Vertical alignment teams will be formed in each partner school district.  These teams will use the Mathematics Vertical Alignment Teams Toolkit developed by The College Board and The Charles A. Dana Center at the University of Texas at Austin.  Teams will begin with aligning grades 6-12.  Based on the Toolkit, Year One begins conversations about what is taught in each year, what expectations are for entering students, and expectations of students leaving.  By Year Two, teachers are ready to identify 5-6 core concepts students need before entering a course and 5-6 concepts students will master in a course.  Year Three expands the vertical alignment to grades K-5.  Full framework is in place by Year Four, and continuous refinement and continued dialogue occur in Year Five and beyond.  Horizontal alignment will be facilitated by the higher education faculty that are members of each vertical team.  They will also participate in the dialog about expectations for students entering Del Mar and TAMUK mathematics courses.

2.  Benchmarks for Horizontal Alignment: Beginning in Year Two, the math specialists will work across grade levels at each site to ensure all faculty are facilitating student mastery.  Through monthly meetings, the Math Action Team will facilitate horizontal alignment among partnering ISDs.  In Year Two, horizontal alignment will be focused on grades 6-12.  In year three, horizontal alignment will be expanded to grades PreK-5.  For Year Four and beyond, the focus is on continued refinement and continued dialogue in PreK-12.  At TAMUK, a task force has been formed to study issues related to math, sciences, and engineering programs at TAMUK.  A particular concern has been the high failure rate and high number of drops in College Algebra.  The task force is charged with developing and implementing a plan that will result in the improvement of student success through changes/improvements in the curriculum.

3.  Benchmarks for Number and Diversity of Students Taking Algebra I in Eighth Grade:  Increase number and diversity of students taking Algebra I in eighth grade by 5%  and close the gap in diversity of all groups by 5% per year across all partnering ISDs.  (Note:  In this document, percentage gains will be determined by the multiplicative to current percentages method.)  Algebra I is typically a high school course.  Students who enroll in Algebra I in eighth grade must show evidence of mastery of basic mathematics concepts.  By implementing TEXTEAMS materials in grades K-7, it is anticipated that more students will be eligible for Algebra I in eighth grade.

            4.  Benchmarks for Number and Diversity of Students Taking Algebra I and Geometry:  Beginning with Year Two, increase number and diversity of students taking Algebra I and Geometry by 5% and close the gap in diversity of all groups by 5% per year across all partnering ISDs.  Continue until all students in Algebra I and Geometry pass since ALL students are required to pass these courses to graduate.

            5.  Benchmarks for Number and Diversity of Students Taking Algebra II:  Beginning with Year Two, increase number and diversity of students taking Algebra II by 5% and close the gap in diversity of all groups by 5% per year across all partnering ISDs. All students in partnering ISDs are required to have three years of mathematics in high school to graduate.  After Algebra I and Geometry, students can chose between Algebra II or Algebraic and Geometric Modeling.  By infusing the TEXTEAMS strategies into Algebra I and Geometry, the number and diversity of students prepared for Algebra II will increase.  AIMS project staff will work with school counselors to encourage advising students to take Algebra II. 

            6.  Benchmarks for Number and Diversity of Students Taking Precalculus:  Beginning with Year Three, increase number and diversity of students taking Precalculus by 5% and close the gap in diversity of all groups by 5% per year across all partnering ISDs.  The increase in Precalculus students will come from two sources.  With the requirement to take 3 mathematics courses during high school, students taking Algebra I in eighth grade will be required to take Precalculus.  By increasing the 8th grade Algebra I students, the number and diversity of Precalculus will be increased.  Additional students are expected from the increased number of students in Algebra II.  One of the barriers to students taking Precalculus is the advising they receive from high school counselors.  AIMS project staff will work with these counselors to increase the number of students advised to take Algebra II.

            7.  Benchmarks for Number and Diversity of Students Enrolling in Dual Credit and AP Course: Beginning with Year Four, increase number and diversity of students enrolling in dual credit courses and Advanced Placement courses by 5% and close the gap in diversity of all groups by 5% per year across all partnering ISDs.  Because of the size of the districts and requirements for qualifications of teachers, some partner districts offer dual credit courses and other districts offer AP courses.  Some districts are not able to offer either one.  AIMS project staff will work with the Region 2 Education Service Center to offer these courses by distance learning in order to expand course offerings

 

B.  Student achievement data

Benchmarks for Student Achievement:  Since the TAKS is new, meet or exceed TEA’s projected scores by district, grade, and subgroup in Year One and by the end of the five years of AIMS improve the scores for all student subgroups to the 90% passing rate or higher.  For the TASP, increase each ISDs’ TASP passing rate by 18% over 5 years, or an average of 3.5% per year.  For the ACT and SAT, close the gaps between the average score for under-performing subgroups and the state by an average of 0.4 per year on ACT (2 points over 5 years) and by an average of 20 points per year on SAT (100 points over five years).

Student data disaggregated by race, ethnicity socio-economic status, gender, and disability for all test scores are provided by the Texas Education Agency to all districts and posted on the TEA website (http://www.tea.state.tx.us/perfreport/aeis/).  Criterion-referenced (TAKS and TASP) and norm-referenced (SAT and ACT) scores will be reported.  AP test scores will be provided by partnering ISDs.  Course taking and course success will also be provided by the ISDs.

 

3.  Teacher Quality, Quantity, and Diversity.  There are specifics related to attaining increases in the number, quality, and diversity of preK-12 teachers of mathematics and/or science, consistent with obtaining the stated goals of the project.  Data related to teacher benchmarks in mathematics and/or science must be provided.  Details relative to progress in the further development of a professional education continuum that considers: traditional pre-service education as well as alternative routes into the profession, professional development during early phases of a career (i.e., induction), and continued professional growth (in-service) in mathematics and/or science for preK-12 teachers consistent with the proposal must also be provided.

 

Benchmarks for Growth in Teacher Content Knowledge:

Since teachers have earned degrees and have passed certification tests, most teachers are expected to score at the proficient level or higher on the Instructional Content Assessment.  By the end of Year Two, the number of teachers scoring at the excellent level or above is expected to be 70%; by the end of Year Three, 80%; by the end of Year Four, 90%; and by the end of Year Five, 95%.

All teachers are expected to complete at least 30 hours per year (or a total 120 hours over the life of AIMS PreK-16) of professional development in a TEXTEAMS Professional Development Series appropriate to the grade level of the teacher or other professional development (such as AP training) that is also appropriate to the grade level of the teacher

Inservice teacher professional development is the primary focus of AIMS PK-16.  The evidence-based TEXTEAMS professional development plan serves as the heart of the professional development.  Rather than one-day or short term workshops, TEXTEAMS is a program that spans time and builds in accountability.  200 teachers each year will be involved in TEXTEAMS.  AIMS PK-16 leadership will focus on upper elementary and middle school first because this will have the greatest impact on the pipeline for increasing the number and diversity of students taking Algebra I in eighth grade and the number and diversity of students in advanced mathematics courses.

            To build sustainable capacity in partner districts, 2 to 3 teachers or curriculum personnel will complete training to become TEXTEAMS leaders each year in Years Two to Five.  This will result in one or more TEXTEAMS leaders in each district, depending on district size.

            Currently sixteen institutes constitute the TEXTEAMS mathematics professional development plan.  These institutes are displayed in the table on the next page.  For each of the three certification levels (PreK-4, 4-8, and 8-12), the appropriate institute is identified as either “highly recommended” or “recommended.”  Since higher education faculty are engaged in AIMS PreK-16, suggested institutes are also identified for both developmental math faculty and regular faculty.

 

TEXTEAMS Professional Development

Institute Name

PreK-Grade 4

Teachers

Grades 4-8

Teachers

Grades 8-12

Teachers

Higher Education Developmental Math Faculty

Higher Education Math Faculty

Mathematics Institute (PreK-K) (30 hours)

♦

 

 

 

 

Mathematics Institute (Rethinking Elementary Mathematics, Part I) (30 hours)

♦

 

 

 

 

Mathematics Institute (Rethinking Elementary Mathematics, Part II) (30 hours)

♦

□

□

 

 

Rethinking Middle School Mathematics:  Using Problem Solving across the TEKS (30 hours)

□

♦

□

□

□

Rethinking Middle School Mathematics:  Algebraic Reasoning Across the TEKS (18 hours)

□

♦

□

□

□

Rethinking Middle School Mathematics:  Geometry Across the TEKS (30 hours)

□

♦

□

□

□

Rethinking Middle School Mathematics:  Numerical Reasoning Across the TEKS (24 hours)

□

♦

□

□

□

Rethinking Middle School Mathematics:  Proportionality Across the TEKS (30 Hours)

□

♦

□

□

□

Algebra I:  2000 and Beyond (30 hours)

□

□

♦

♦

♦

Practiced-Based Professional Development:  Algebra I Assessments (18 hours)

 

□

♦

♦

♦

High School Geometry:  Supporting the TEKS and TAKS (30 hours)

 

□

♦

♦

♦

Practiced-Based Professional Development:  Geometry Assessments (18 hours)

 

□

♦

♦

♦

Algebra II/Precalculus (30-42 hours)

 

 

♦

♦

♦

Rethinking Secondary Mathematics:  Algebraic and Geometric Modeling (30 hours)

 

 

♦

□

♦

Rethinking Secondary Mathematics:  Statistical Reasoning Across the TEKS (30 hours)

 

 

□

□

♦

Rethinking Secondary Mathematics:  In-Depth Secondary Mathematics (30 hours)

 

 

□

□

♦

♦ = Highly Recommended                               □ = Recommended

 

            Mentor development was originally anticipated to link to the TxBESS program.  This program has been replaced by the Master Teacher concept.  TAMUK is already a provider for Master Reading Teacher certification courses.  During Year One, TAMUK will submit an application to the State Board for Educator Certification for also providing Master Mathematics Teacher certification courses. Since Master Teachers receive an annual stipend of $3000, qualified teachers are interested in earning this certification and applications exceed openings in existing programs. Each campus will have at least one teacher mentor.

The TAMU-K math faculty, Sue Sabrio, and the three AIMS math specialists will direct professional development for diverse populations and special needs.  The math specialists will make classroom visits to support teachers in meeting the needs of diverse populations.

Since funding of AIMS PreK-12, Texas Instruments has offered a partnership with AIMS PK-16 to provide professional development for teachers in the use of technology.  Technology integration is also an important component of TEXTEAMS.  Dr. Vince Schielack, Associate Professor of Mathematics, Texas A&M University will work with high school and middle school teachers on the use of Geometer’s Sketchpad.

Preservice teacher strategies will have two components, recruitment and preparation.  A “grow-your-own” model has demonstrated success in South Texas, especially among Hispanic teachers.  Recruiting efforts will partner with current efforts by the NSF-funded TxCETP and the Texas A&M System Regents’ Initiative for Excellence in Education.  Students at partner high schools, Del Mar, and TAMUK will be recruited into mathematics teaching.  Partner schools are 57.4% Hispanic, Del Mar is 53% Hispanic, and TAMUK is 63% Hispanic.  Scholarship opportunities for these students will be available.  Del Mar and TAMUK each have CSEMS scholarships that mathematics majors are eligible for.  TxCETP has both TxCETP Scholars and Noyce Scholarships that will be available for qualified preservice students at both Del Mar and TAMUK. 

            In preservice teacher preparation, the developing of Del Mar faculty as TEXTEAMS leaders (see #5) will lead to aligning mathematics courses at Del Mar taken by preservice teachers.  Dr. Bradley will lead the efforts at TAMUK for infusing TEXTEAMS into preservice courses.

            Progress in the development of a professional education continuum began in Janauary of 2003.  This progess is summarized in the following list:

·          A Management team is established.

○         Effective January 15, Dr. Dwight is hired as project director; Dr. Mary Ann Gaines as external evaluator; and Dr. Irma Marshall as internal evaluator.

○         Job advertisements for three math specialists and a Project Administrator/Assessor were approved and posted in April 2003 with hiring expected by June 15, 2003.

○         Math Action Team formed in February 2003 and has met on February 26, March 26, April 24, and May 15.

·          A Professional development plan is initiated.

○         Purchase of Geometry Sketchpad site license packages for the nine partnering ISDs facilitated in April 2003;  Project dates for a one-day training in the use of the software is scheduled for August 16, 23, or 30, 2003

○         TEXTEAMS Algebra I:  2000 and Beyond Institute is scheduled for June 9-13, 2003 at Del Mar College; TEXTEAMS High School Geometry:  Supporting TEKS and TAKS Institute is scheduled for July 9-11 and 14-15, 2003 and TAMUK.

○         Financial support is provided for participation of seven teachers from partnering ISDs to the Middle School PreAP Institute scheduled for July 7-11, 2003 at ESC 2 in Corpus Christi, Texas.

○         Financial support is to be provided for participation of teachers from partnering ISDs in other professional development workshop and institutes sponsored by ESC 2 scheduled for the 2003-2004 school year.

·          A plan for participation of higher education math faculty is emerging.

○         Four faculty from Del Mar and three faculty from TAMUK have been identified to work with partnering ISDs in Year One.

○         Dr. William Mareth, Mr. Anthony David, Mr. Richard Rupp, and Dr. Youssef Bethshahbazadeh from Del Mar and Dr. Catherine Carroll, Dr. Dwight Goode, and Ms. Susan Sabrio attended the Higher Education Symposium at Sam Houston State University in Huntsville, Texas, February 7-8, 2003.  Participation qualifies each as a leader in TEXTEAMS institutes.

○         Mr. Richard Rupp attended sessions of Tł International Conference in Nashville, Tennessee, March 7-9, 2003 that were devoted to the use of the Geometers Sketchpad and graphing calculators in the elementary and middle schools.

○         Dr. Goode attended sessions of the Annual Meeting of NCTM in San Antonio, Texas, April 9-12, 2003 that were devoted to the use of Global Postioning Systems (GPS), Geometers Sketchpad, and graphing calculators.

○         Dr. Goode and Ms. Sabrio attended leadership training for TEXTEAMS Rethinking Middle School Mathematics:  Using Problem Solving Across the TEKS May 8-10, 2003, in Austin, Texas.  Participation qualifies each to be leaders in the institute.

○         Dr. Goode attended sessions of the TxCETP Forum May 12-14, 2003 in Austin, Texas.  The focus was on recruitement to K-12 math and science teaching and retention of preservice and novice teachers.

○         Dr. Goode and Dr. Carroll attended sessions of the Contemporary College Algebra Workshop May 29-31, 2003.  The purpose of the workshop was to revisit 1) what a college algebra course should include and 2) methods of presentation that could be used.

·          A plan for collecting assessment data is established.

○         Dr. Gaines (external evaluator) attended the Adding Value to the Mathematics and Science Partnerships Evaluations Conference at the Wisconsin Center for Education Research, University of Wisconsin February 20-21, 2003.

○         Drs. Gaines, Goode, and Marshall (internal evaluator) met March 7-8 and April 16-17 to review benchmark, plan for collection of baseline data, and revise existing instruments.

○         Dr. Marshall developed an online survey for measuring both the effectivenss of professional learning and the use of technology.  The online survey was showcased at the April 24 meeting of the Math Action Team (MAT).  The online survey was used to collect baseline data during the time frame of May 5-15, 2003.

○         Members of MAT conducted a TEXTEAMS inventory in their ISDs in April 2003 and a technology inventory in May 2003.

○         AIMS PreK-16 is participating in CCSSO/AIR/WCER’s three-year empirical study to measure the effects of professional development on improving instruction in math and science.  Members of MAT and other representatives of the ISDs met on May 15, 2003, for training in administration of CCSSO/AIR/WCER’s survey.  The survey was administered during the week of May 19-23, 2003.

○         Baseline classroom observations using MAS-COPs is scheduled for the beginning of the new school year (August 2003)

○         Data regarding teacher retention rates, teacher certification status, results of teacher certification exams are to be provided by partnering ISDs in June 2003.

·          Dissemination began with the public announcement.

○         The project was announced the public on November 6, 2003, at Del Mar College.

○         Dr. Lee Sloan made a presentation on the project in November 2003 at the Governor’s Conference on Mathematics, Science, and Technology in Austin, Texas.

○         Drs. MaryAnn Gaines, Dwight Goode, Melana Silva, Lee Sloan, and Ms. Margaret Hobson represented the project at the MSP Awardees Meeting in Washington, D.C. January 30-31, 2003.  The project was showcased in a poster session.  The group participated in several sessions designed to share information with other project groups.

○         On three occasions, Dr. Goode has made formal presentations on the project.  The presentation is entitled AIMS PreK-16:  An Overview.

˛     11th Annual Meeting of the South Texas Mathematics Consortium at Texas A&M University-Kingsville on February 1, 2003,

˛     Interface 2003 at Texas A&M University-Kingsville on February 28, 2003, and

˛     Annual Meeting of the Texas Section of the MAA at Sam Houston State University on April 4, 2003.

○         Dr. Goode has distributed information relating to the project while attending the Higher Education Symposium February 7-8, 2003, at Sam Houston State and the 81st Annual Meeting of the National Council of Teachers of Mathematics (NCTM) April 9-12, 2003, in San Antonio.

○         AIMS has participated in the data gathering efforts of three RETA projects.

˛     Drs. Gaines, Goode, Silva, Sloan, and Ms. Hobson met with the CCSSO/AIR/WCER group to discuss the Surveys of Enacted Curriculum at 4 p.m. on Thursday, January 30, 2003, at the MSP Awardees Meeting in Washington D.C.

˛     Drs. Goode and Sloan completed a needs survey for TERC MSPnet in February 2003.

˛     The Math Action Team participated in a video-conference with the CCSSO/AIR/WCER group on February 26, 2003, to discuss the administration of the Surveys of Enacted Curriculum.

˛     Dr. Goode participated in a phone interview with the Education Development Center (EDC) in Newton, MA at 2:30 p.m. on April 17, 2003.

˛     Dr. Goode participated in a phone interview for the WestED group at 10:30 a.m. on May 6, 2003.

 

4.  Management Plan.  A comprehensive Management Plan is described that supports the development of an effective results-oriented, accountable partnership, with shared goals, responsibilities and accountability for supporting high quality science and mathematics teaching and learning.  The management plan must delineate how the project director reports, coordinates, and manages the project to realize project student and teacher outcome goals, as well as institutional change.

 

Benchmarks:  Management groups will meet to coordinate project activities and assess progress according to the following schedule:

○         Management Council – Quarterly

○         Project Advisory Board – Semiannually

○         Math Action Team – Monthly

○         Project Staff – Weekly

 

The AIMS PK-16 will form a Management Council of the PI (Sloan), co-PIs (Clore, Litton, Ramos, and Silva) and the Project Director (Dr. Dwight Goode, Professor of Mathematics, TAMUK) which will meet quarterly.  A Math Action Team consisting of math curriculum personnel from each district, Dr. William Mareth, Department Chair of Mathematics, Del Mar College, Project Director, (Goode), and Sue Sabrio, Instructor of Mathematics, TAMUK, will meet monthly to ensure implementation of the project areas and full participation by all partners.  The Math Action Team will meet at least quarterly with the management team.

A Project Advisory Board comprised of superintendents from each of the nine partner districts, Melissa Kulchak, Region 2 Education Service Center Math specialist, a representative from Coastal Bend Community College, Mr. Bob Grimes, Director of Human Resources and Public Affairs, Valero Refining Company in Corpus Christi, and Jeff Jung, South Texas Regional Manger for Southwestern Bell will meet semi-annually to ensure the output related to the four goals are applicable from school district administrative and industry perspectives. 

Dr. Goode, recently employed as the Project Director, will direct the day-to-day operations, communicate with school districts and other partners, coordinate AIMS activities, and oversee data collection as required by the NSF or needed for project evaluation.  He will report directly to PI, Dr. Sloan.  Dr. Goode will have oversight of the math specialists who will be employed to support the professional learning of teachers in the nine partner school districts, particularly after teachers attend workshops or seminars.  These positions will be advertised in January 2003. Two elementary (PK-8) and one secondary (8-12) will be employed full-time.  The math specialist will be directly involved in the partner teachers’ classrooms and visit all nine districts on a weekly basis.  They will also meet with Dr. Goode on a weekly basis. 

Data collection for the project will be the responsibility of the PD (Goode).  Dr. Goode will be assisted by the 50%-release time Project Assistant for Assessment and Dr. Irma Marshall (internal evaluator).  Project reports will be the responsibility of Dr. Sloan, Dr. Goode, Dr. Marshall, and Dr. Mary Ann Gaines (external evaluator).  The External Evaluator will attend the MSP Conference in Washington, DC, and has already agreed to participate in one of the scheduled RETA Conferences on MSP Evaluation.  Dr. Goode will meet with the Management Council, the Math Action Team, and the Project Advisory Board to coordinate project student and teacher outcome goals.

Dr. Sloan and Dr. Mareth, working with the Del Mar College Vice President for Instruction, will support institutional change at Del Mar College.  Dr. Litton, Dr. Bradley, and Ms. Sabrio will facilitate institutional change at TAMUK.  Institutional change includes the process of vertical and horizontal alignment, the use of technology in mathematics courses for preservice teachers, infusing state and national standards into these courses, and the use of manipulatives in these courses.

The Math Action Team was formed in February and has meet on February 26, March 26, April 24, and May 15.  Projected dates for the remainder of the first year of the grant are June 25, July 23, August 20, September 24, October 22, and November 19.  The initial meeting of the Project Advisory Board is projected for August 15.

 

5.  Science, Mathematics, and Engineering Faculty Participation.  There is information regarding the engagement of science, mathematics, and engineering faculty in vital roles that will impact the teacher workforce; these faculty will work with teachers and administrators to substantially improve student achievement.

 

Benchmarks:  In Year One, higher education faculty will be identified to work with partnering ISDs.  In Years Two through Five, members of the higher education math faculty will undergo leadership training to become TEXTEAMS leaders and to assist in engaging public school teachers, higher education math faculty, developmental math faculty in TEXTEAMS and other professional development activities and related follow-up.

 Dr. Mareth, Chair of Mathematics, Del Mar, and Dr. Litton, Dean of Education at TAMUK will coordinate faculty involvement at their respective institutions and between institutions.  Each of the nine partner district vertical alignment teams will have higher education faculty as a member.  Faculty  have been tentatively identified at both Del Mar and TAMUK.  It is expected that a faculty member will serve on more than one vertical teams to facilitate cross-team communication.  The engagement of the math chair and the dean will facilitate sustainability and institutionalization of project goals.

Additional faculty engagement will come through preparing selected faculty to become TEXTEAMS leaders.  This will be facilitated through what was formerly known as University Forum and is now called Higher Education Symposium.  The University Forum/Higher Education Symposium was begun by the Charles A. Dana Center at the University of Texas at Austin as a statewide mechanism to coordinate the efforts of science, mathematics, and education faculty engaged in the preparation of mathematics and science teachers.  In Texas, Colleges of Science, not Colleges of Education, are accountable for the content knowledge in math and science of all teachers.  This annual meeting has been focused on four-year university teacher preparation faculty.  However, since 60% of Texas teachers have some of their hours in math and science from community colleges, there is a move to engage community colleges in the symposium.  TAMUK faculty regularly attend the symposium.  AIMS will support the attendance of selected Del Mar mathematics faculty each year. 

Del Mar and TAMUK have participated in the Texas A&M System Regents’ Initiative for Excellence in Education Academic Roadmap Project.  Phase one examined the continuity of alignment of the exit requirements of the public schools with the entering expectations of the universities.  Del Mar and TAMUK were part of a process that examined the Texas Essential Knowledge and Skills (TEKS) of high school benchmark courses in relation to entry level courses in college.  Phase two, nearing completion, sought to strengthen the preparedness of preservice teachers and to align community college and university curricula with content proficiencies for teacher certification.  AIMS faculty engagement will build on these efforts and will work to institutionalize this alignment between Del Mar and TAMUK.

            The faculty who participate in the school district vertical teams and in TEXTEAMS leadership training will also serve as mentors for preservice teachers recruited from partner high schools, Del Mar, and TAMUK. 

 

6.  Sustainability and Institutional Change: There are particulars associated with the progress towards the implementation of institutional change by each partner as stated in the proposal.  There are strategies to ensure that policies are developed, revised, and implemented that support a high quality science and/or mathematics education for all students and teachers, inclusive of challenging curriculum and advanced course work.

 

Benchmarks:  All partnering institutions will adopt new vertical and horizontal alignment mathematics standards.

Dr. Sloan and Dr. Mareth (Chair of Mathematics) will support institutional change at Del Mar College.  Dr. Litton (Dean of Education), Dr. Bradley, and Ms. Sabrio will facilitate institutional change at TAMUK.  Institutional change includes the process of vertical and horizontal alignment, the use of technology in mathematics courses for preservice teachers, infusing state and national standards into these courses, and the use of manipulatives in these courses.

Institutional change at partner school districts will include vertical alignment of the mathematics curriculum, leadership development through creating and supporting TEXTEAMS leaders, and mentorship development. Mentor development through the Master Mathematics Teacher program will be another sustainable institutional change.  TAMUK is already a provider for Master Reading Teacher certification courses.  During Year One, TAMUK will submit an application to the State Board for Educator Certification for providing Master Mathematics Teacher certification courses. Since Master Teachers receive an annual stipend of $3000, qualified teachers are interested in earning this certification and applications exceed openings in existing programs. Each campus will have at least one teacher mentor. 

Project staff will provide professional development for middle school and high school counselors to change course advising that encourages a more challenging mathematics program for all students.  Through institutional systemic change, school district policies will reflect the focus on a challenging mathematics curriculum for all students that is guided by state and national standards.

At TAMUK, a task force has been formed to study issues related to math, sciences, and engineering programs.  A particular concern has been the high failure rate and high number of drops in College Algebra.  The task force is charged with developing and implementing a plan that will result in the improvement of student success through changes/improvements in the curriculum.  Concern for developmental education at Del Mar has led to the establishment of the College Preparatory Academy to study and review the developmental education program.

 

7.  Community Engagement: There are ongoing and effective strategies for community engagement, outreach, and parent involvement.

 

Benchmarks:  Each partnering ISD will conduct at least one meeting each year with facutly and parents to discuss math achievement.

Strategies for community engagement will be guided by the Project Advisory Board.  By including business and industry on the advisory board, AIMS will integrate community engagement at basic levels of the project.  As Dean of Division of Occupational Education and Technology at Del Mar, PI Sloan is positioned to facilitate community engagement.  Family nights with a focus on math will be established at each partner district.  PTA/PTO/PTSO presentations and partnership will be targeted to fully engage families.  Business and civic organizations will be utilized to gain community support for the more challenging mathematics curriculum, PreK-16.  The mathematics curriculum sequences will be instituted into the industry-lead presentations to 8th grade students, “Great Expectations, Great Rewards”, on what industry expects from high school graduates in preparing themselves for future employment.