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Algebra End of Course Study

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					   Improving Algebra I End-of-Course Exam
           Scores: Evidence from the Field
An examination of schools across Texas that had the largest
    improvements and largest declines in the percentage of
   students passing the Algebra I End of Course exam from
                                             1997 to 1998.
                    378 campuses
                    All regions
                    Rural, urban, suburban schools
                    Large and small districts
                    Highly diverse populations
        Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study   1
        Algebra I End-of Course Exam Study:
        Characteristics of Improving Schools

 A sense of urgency about improving
  algebra instruction
 An “Algebra for All” vision
 Teamwork and collaboration
 Professional development for all algebra
  teachers on the campus


    Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study   2
               Reading the Executive Summary
Improving Algebra I End-of-Course Exam Scores:
                         Evidence from the Field
   Divide into groups of 4-6.
   Read the Executive Summary independently.
   Each group member selects a paragraph that is problematic or
    challenging.
   First group member reads his/her chosen passage (without comment).
   Group members share questions, interpretations, applications, or
    implications (30 seconds each).
   Reader discusses his/her reasons for choosing the passage (1 minute).
   Continue with second group member until all have had a turn.
   Report back to whole group on significant points.

           Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study   3
                                                                         Questions:


 What         does this look like at my school?

 Whatdoes the research from the
 Executive Summary mean to me as a
 leader or teacher?

 Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study                4
                  Actions found at improving schools:

   Administrators                                         Teachers
       Implement student                                        Focus instruction through
        performance standards                                     alignment with TEKS and
       Assign experienced teachers                               Algebra I EOC objectives
        to Algebra I                                             Provide content-specific,
       Provide materials, resources,                             ongoing support to
        common planning time                                      struggling students
       Provide access to structured,                            Accept a shared
        well-designed professional
        development for teams of                                  responsibility for Algebra I
        teachers                                                  EOC exam success

           Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study                 5
                                       Recommendations
                        for District-level Administrators


 Set Algebra I as a priority
 Provide fiscal resources to support that priority
 Establish internal performance standards




    Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study   6
                                  Recommendations
                     for Campus-level Administrators

   Set Algebra I as a priority
   Provide common planning periods
   Provide appropriately certified/experienced teachers
   Provide mentors for novices
   Provide planned professional development
   Provide resources



     Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study   7
                                                Recommendations
                                          for Classroom Teachers
    Set Algebra I as a priority
    Work collaboratively
    Support each other
    Attend professional development as a team
    Teach the content described in the Algebra I TEKS
    Provide students with appropriate materials
    Provide structured, planned tutoring
    Believe that all students can learn algebra


    Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study   8
                           Key Factors?
Skilled principals, leaders, and teacher
                             teams who:
 Create a sense of shared urgency around
  algebra
 Collaborate and support collaboration with
  resources (including time)
 Provide and use classroom resources
 Provide and participate in ongoing, content-
  based teacher professional development
    Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study   9

				
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posted:6/23/2013
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