Wendy Gesch CCF Ireland Elementary. State Board Decision

An Exploration into the

New Math StandardsWendy Gesch

CCFIreland Elementary

State Board Decision

Why new Math TEKS?

How many TEKS are we talking about?

How many TEKS are we talking about?

How many TEKS are we talking about?

How many TEKS are we talking about?

How does the new TEKS effect the STAAR test?

What about the STAAR TEST?

2012-13 2013-14 2014-15 2015-16 2016-17Current

Standards K- HS

Current Standards

K- HS

New Standards K- 8

New Standards K- HS

New Standards K- HS

Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Grade 5 Grade 6 Grade 7 Grade 8 Alg 1

New Mathematics Standards and STAAR Testing

Testing Current Standards

Testing K-8 Overlap

Testing HS Overlap

Testing New Standards K-8

Testing New Standards HS

An Exploration into the New Math Standards

Day 2Wendy Gesch

CCFIreland Elementary

Step #1: Examine old vs. newWhat’s going away?What’s new? What’s changed?

Step #2: Identify Potential Gaps

Step #3: Use TAG to answer the “When and How”

Now what?

Introduction statement Strands Knowledge and Skills Statement Student Expectation

Remember how TEKS are organized!

ORGANIZATION ANDSTRUCTURE OF THE TEKS

INTRODUCTION/BASIC UNDERSTANDINGSProvides key contextual information and a brief overview of the essential knowledge and skills for a grade or course.

STRANDSOrganizers for the Knowledge and Skills statements.

KNOWLEDGE AND SKILLS STATEMENTSConcepts and skills to be learned.

STUDENT EXPECTATIONSDemonstration of the concepts and skills learned.

INTRODUCTION/BASIC UNDERSTANDINGSProvides key contextual information and a brief overview of the essential knowledge and skills for a grade or course.

STRANDSOrganizers for the Knowledge and Skills statements.

KNOWLEDGE AND SKILLS STATEMENTSConcepts and skills to be learned.STUDENT EXPECTATIONSDemonstration of the concepts and skills learned.

Pull out your side-by-side comparison or open the attachment..

Step #1: Examine Old vs. NewIS there a tool that already does this for me???

Identify the Pink TEKS in your side-by-side document.

Locate those TEKS in your 2007 Adopted TEKS document.

Highlight them pink.

Do any stand out? Please write any notes about the Deleted

TEKS on your 3 column note sheet.

Guided Exploration

Deleted: (pink)What’s going away?

Remains/Clarified: (green) What’s

changed?

Addition: (blue)What’s new?

Identify the Green TEKS that have changed in your side-by-side document.

Locate those TEKS in your 2007 Adopted TEKS document and the 2012 Adopted TEKS document.

Highlight them green. Then write out next to them what has changed.

Do any stand out? Please write any notes about the Deleted TEKS on

your 3 column note sheet.

Guided Exploration

Deleted: (pink)What’s going away?

Remains/Clarified: (green) What’s

changed?

Addition: (blue)What’s new?

Identify the Blue TEKS in your side-by-side document.

Locate those TEKS in your 2007 Adopted TEKS document.

Highlight them blue.

Do any stand out? Please write any notes about the Deleted

TEKS on your 3 column note sheet.

Guided Exploration

Deleted: (pink)What’s going away?

Remains/Clarified: (green) What’s

changed?

Addition: (blue)What’s new?

Take some time and look at your TEKS and how they are changing.

Pay attention to the year prior and the year after that TEK.

Any surprises?

Discuss at your table.

Free Exploration

Sharing Protocol: Who gets the last word. Please discuss your notes. Surprises and Ah-Ha’s.

Step #1: Old vs. New

Team 1 Team 2 Team 3 Team 4

Tinkler Haecker Alvarez Stewart

Bruckmeier Jones Ornelas Sellers

Evans Woods Webb Dominguez

Galindo Miller Reid Cravens

Rotan Smith

Presentor #1 shares notes, surprises, and Ah Ha’s in one minute.

Every other participant then comments on what was shared in less than 1 minute each

The First Presenter gets the Last Word, sharing how his or her thinking evolved after listening to others or reemphasizing what was originally shared in one minute.

This is repeated until all have been able to be presenter #1.

Sharing Protocol: Who gets the last word.

Follow as I examine the TEKS on Multiplication and Division (3.4 E-K, 4.4 D-H, 5.3 A-L)

Notice:◦ How are these student expectations changing?◦ What does this mean as we transition from

current standards to new standards?

Step #2 Identifying Potential Gaps

2013-2014

(3.4B) solve and record multiplication problems (up to two digits times one digit);

(4.4D) use multiplication to solve problems (no more than two digits times two digits without technology);

(5.3B) use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology);

2014-2015

(3.4) (G) use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

(4.4D) use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

(5.3C) solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

TEK: Multiplication 3-5Third Grade Fourth Grade Fifth Grade

What are the major differences between the different years? Follow this third grader. What would be his gaps?

2012-2013

2013-2014

Isn’t there a document that does this for us?

Yes, there is! Cscope has provided a 4 part Transition

Alignment Guide (TAG) Tool. Please pull up the TAG tool and lets get

started!

Navigate to the CSCOPE site.

Step #2: Identifying Potential Gaps

Yeah But… How do we do this???

When: We will first transfer the YAG tool over to the ECISD YAG.

How: Let’s document TEKS that we are concerned with “HOW” to teach. Locate them in the YAG. And then work as collaborative teams to find solutions.

Step #3: Use TAG to answer the “How and When”

How do I teach this? What is a stem and leaf plot?

Where do we find those answers?

All of the answers to those questions are in this room. WE can use each other as a resource to help transition these students.

Questions:

TEA standards http://

ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html#111.5

TEA transition Documents http://www.tea.state.tx.us/index2.aspx?id=2147499971 Coppell ISD training documents http://

www.coppellisd.com/cms/lib07/TX01000550/Centricity/domain/2050/math/Math6Changes2013-14PPT.pdf

Region 13 information http://www5.esc13.net/thescoop/insight/tag/teks/ CSCOPE Project Share Side-By-Side comparison tools

Resources