Dr' Scott Eddins

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Beyond Unpacking the New Standards2009-2010
School YearHow Do We Implement?
Dr. Scott Eddins Mathematics Coordinator Tennessee
Department of Education Scott.Eddins_at_tn.gov
[phone]
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www.tnelc.org
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www.tnelc.org/math.html
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http//stemresources.com/
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Rich Problems

• Each corner of a six-sided counting cube is
  assigned a number called a vertex number. A
  vertex number is EQUAL to the SUM of the numbers
  on the faces that meet at that vertex. What is
  the sum of ALL the vertex numbers?

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One solution strategy

• Regardless of the arrangement of the digits on
  the counting cube, each of the numbers touches
  four vertices and, therefore, is added to the sum
  four times
• 4 (1 2 3 4 5 6) 84.

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Algebraic Thinking
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What is the role of technology in the current
classroom?
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Translation GogglesWhat will change in the
classroom?
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Science Fiction ?
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Science Fiction or NOT??
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Checks For Understandingare our new formative
assessment components. They are the fine grain
size skills that students will exhibit on a daily
basis in the classroom.SPIs are now a larger
grainsize more like a NAEP or ACT item.
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Why assess students?

• To gather evidence of student
• learning
• To inform instruction
• To motivate students and
• increase student achievement

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Shifts in Assessment
From assessing to learn what students do not
know From using results to calculate
grades From end-of-term assessments by
teachers From judgmental feedback that may harm
student motivation
To assessing to learn what students
understand To using results to inform
instruction To students engaged in ongoing
assessment of their work and others To
descriptive feedback that empowers and motivates
students
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Latino
Of Every 100 American Kindergartners In Each
Subgroup
American Indian/Alaskan Native
White
African American
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2003, in The Condition of Education 2005.
http//nces.ed.gov/programs/coe/2005/section3/indi
cator23.aspinfo
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College Graduates by Age 24
Source Tom Mortenson, Postsecondary Educational
Opportunity..
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Extra Support to Meet ALL Student Needs
For Students
For Teachers

• Freshman Academies
• Advisor/Advisee
• Extended time before after school
• Theme based small learning communities
• Tutoring
• Team Teaching
• Computer Assisted Programs
• Credit Recovery/E4TN
• Governors Study Partners

• Professional Learning Communities
• Content Based Professional Development
• Use of Formative Assessment Strategies
• Analyzing Student Work
• Using Technology Strategically to Enhance
  Instruction

• EXAMPLES
• Mid Cumberland Coaches Council, organized by
  Dickson County
• Algebra I Audit, Memphis City Schools
• TI Users Groups across the state

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A Resource For Math Teachers Content KnowledgeA
Compendium of Data-Driven Case Studies on the
Effectiveness of MyMathLab and MathXL

• www.coursecompas.com
• For District or School License Contact
• Michelle Cook michelle.cook_at_pearson.com
• Available beginning December, 2009

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• Several Sessions focused on TNs New Standards
• Excellent Professional Development for Tennessee
  Teachers
• Supported by the Tennessee Mathematics Teachers
  Association (TMTA)

Regional Conference Nashville, TN November
18-20, 2009
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H S Graduation Requirements

• Math - 4 Credits (Students must take a math
  class each year)
• Algebra I - 1 Credit
• Geometry - 1 Credit
• Algebra II - 1 Credit
• Upper level Math - 1 Credit
• Bridge Math Students who have not earned a 19 on
  the mathematics component of the ACT by the
  beginning of the senior year is recommended to
  complete the Bridge Math course.
• Finite Senior Math Course for Non STEM students
• STEM Math (Pre-Calculus, Calculus, Adv. Algebra
  and Trigonometry, Statistics, Discrete
  Mathematics)

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Same Standards / Different Methodologies

• Academic and Contextual courses in mathematics,
  science, and English will be coded under a
  five-digit course code. This will enable the
  courses to be consistently titled, coded, and
  reported. An example of the five-digit course
  code is the following
• Algebra I
• 3102(0) Regular
• 31022 CTE
• 31023 Algebra I A
• 31024 Algebra I B
• 31025 SWD A Course for Content Credit
• 31026 SWD B Course for Content Credit

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Students with Disabilities who have an IEP

• Require a math class each year achieving at least
  Algebra I and Geometry.
• For example
• Freshman Year Algebra IA (math credit)
• Sophomore Year Algebra IB (math credit)
• Junior Year Geometry A (math credit)
• Senior Year Geometry B (math credit)