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COALITION PARTNERS

COALITION PARTNERS. San Antonio Independent School District. North East Independent School District. Catholic Schools of the Archdiocese. The University of Texas at San Antonio. San Antonio Urban Systemic Initiative. MathXpert Software Corporation. US Department of Education.

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COALITION PARTNERS

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  1. COALITION PARTNERS San Antonio Independent School District North East Independent School District Catholic Schools of the Archdiocese The University of Texas at San Antonio San Antonio Urban Systemic Initiative MathXpert Software Corporation US Department of Education Corbey Corporation

  2. Why this project?

  3. COALITION SCHOOLS REALITY - 1996 • 50%+ At risk population • 50%+ Economically disadvantaged • 17% Pass rate – State Algebra I End of Course test

  4. COALITION SCHOOLS 1997 San Antonio I. S. D. 2 Schools, 4 Teachers North East I. S. D. 3 Schools, 5 Teachers Archdiocese Schools 3 Schools, 3 Teachers

  5. COALITION DEMOGRAPHICS ’96-’97

  6. COALITION SCHOOLS REALITY - 1996 Limited technology available to mathematics classes The equipment available was under-utilized Teachers not proficient using technology tools

  7. GOAL Increase the depth of student understanding and appreciation of curricular concepts for all our students through the use of standards-based curriculum and instruction with appropriate technology.

  8. FUNDAMENTAL DECISIONS: CHANGE THE TOOLS FOR INSTRUCTION CHANGE THE NATURE OF INSTRUCTION

  9. Original Curriculum Plan Year 1 – Select & train teachers Year 2 – Algebra I Year 3 – Add Math 8 & Geometry Year 4 – Add Math 7 & Algebra II Year 5 - Add Math 6 & Precalculus

  10. COALITION PROGRESS 2000

  11. COALITION SCHOOLS 2000 San Antonio I. S. D. 6 Schools, 30 Teachers North East I. S. D. 6 Schools, 37 Teachers Archdiocese Schools 4 Schools, 5 Teachers

  12. COALITION DEMOGRAPHICS

  13. CHANGE THE TOOLS FOR INSTRUCTION

  14. GPRA INDICATOR 1.1Computer Access in High-Poverty Schools Students in every SATEC classroom have access to a rich technology tool set.

  15. GPRA Indicator 1.2Internet Access in High-Poverty Schools All SATEC classrooms are connected through a school LAN, a district WAN, and the World Wide Web.

  16. APPROPRIATE SOFTWARE Each classroom has: • Productivity tools • Mathematics investigation tools • Data collection tools • Image analysis tools

  17. GPRA Indicator 2.1Staff Training and Support The SATEC staff development model improves teacher competencies in technologies instrumental in remaking the mathematics classroom.

  18. STAFF DEVELOPMENT Summer Institute – 30+ hours Graduate Courses Fall & Spring Saturday Sessions – 24 hours Campus Level Sessions – 20+ hours

  19. TEACHER COMPETENCIES (Self-Rating)

  20. NEW TEACHER COMPETENCIES (Self-Rating)

  21. TRAINED TEACHER COMPETENCIES(Self-Rating)

  22. CHANGE THE NATURE OF INSTRUCTION

  23. Current Curriculum Plan Year 1 – Select & train teachers Year 2 – Algebra I Year 3 – Algebra I and Algebra II Commercially produced standards-based materials for other courses Years 4 & 5 Refine Algebra I & II Replacement units for other courses

  24. USE OF STUDENT DATA TO IMPACT INSTRUCTION All SATEC districts use interim test data to evaluate student growth and to determine topics to receive additional emphasis.

  25. USE OF STUDENT DATA TO IMPACT INSTRUCTION SATEC uses interim data to compare the effectiveness of technology-centered instruction to that of traditional instruction.

  26. CURRICULUM MATERIALS WITH A REAL WORLD CONTEXT SATEC curriculum writers have agreed that no concept will be introduced without connecting it to the real world.

  27. GPRA Indicator 2.3Professional Development Models Technology is learned in the context of the SATEC curriculum. Teacher content knowledge is expanded. Training uses real world experiences.

  28. GPRA Indicator 2.3Professional Development Models Professional Development models the way the teacher is expected to teach. Observations with reflective debriefings help ensure best practice in the classroom.

  29. GPRA Indicator 3.1Classroom Use of Technology For two courses, Algebra I and Algebra II, SATEC has created lesson sets that include technology in 75% or more of the instruction.

  30. INSTRUCTIONAL RESOURCES USED IN ALGEBRA I LESSONS

  31. INSTRUCTIONAL RESOURCES USED IN ALGEBRA II LESSONS

  32. GPRA Indicator 3.3Classroom Impact of Technology SATEC TEACHER REPORTS COUNSELOR IN A SATEC SCHOOL REPORTS PARENT IN A SATEC SCHOOL REQUESTS

  33. GPRA Indicator 3.3Classroom Impact of Technology Preliminary Data – Middle Schools Teacher A – Increase in Algebra I EOC Exam passing rate from 57% to 95% Teacher B – Increase in Algebra I EOC Exam passing rate from 72% to 92%

  34. GPRA Indicator 3.3Classroom Impact of Technology Preliminary Data – High Schools Algebra I EOC Exam Passing Rates School 1: SATEC teachers improve scores from 17% to 35% School 2: Traditional classrooms - 56% SATEC classrooms - 85%

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