2. 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

3. Why this project?

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

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

6. COALITION DEMOGRAPHICS ’96-’97

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

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

9. FUNDAMENTALDECISIONS: CHANGE THE TOOLS FOR INSTRUCTION FOR INSTRUCTION CHANGE THE NATURE OF INSTRUCTION OF INSTRUCTION

10. 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

11. COALITION PROGRESS 2000

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

13. COALITION DEMOGRAPHICS

14. CHANGE THE TOOLS FOR INSTRUCTION

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

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

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

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

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

20. TEACHER COMPETENCIES (Self-Rating)

21. NEW TEACHER COMPETENCIES (Self-Rating)

22. TRAINED TEACHER COMPETENCIES (Self-Rating)

23. CHANGE THE NATURE OF INSTRUCTION

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

25. 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.

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

27. 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.

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

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

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

31. INSTRUCTIONAL RESOURCES USED IN ALGEBRA I LESSONS

32. INSTRUCTIONAL RESOURCES USED IN ALGEBRA II LESSONS

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

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

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