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K-12 And Community Outreach We have set up 7 email addresses and 7 message boards, one for each grade level K6. The idea is that any teacher, child, or parent may ask a math-content http://www.amath.washington.edu/~nshore/about.html
Extractions: The purpose of our program is to provide implementation support to the Northshore School District during its first year of implementation of the exemplary Everyday Math K-6 curriculum. We will provide the Northshore Elementary Math Resource Teachers (MRTs) with graduate student math specialist classroom help. Furthermore, any Northshore K-6 teacher, student, or parent can receive question and answer support through our email or WEB service. These support mechanisms are described below: At the moment, we have 15 or so graduate students that can support 45 Northshore Elementary Math Resource Teachers (MRTs). Each graduate student will help up to four teachers at the same grade level. A graduate student would visit each MRT for at least 1/2 day every two weeks. The model we have in mind is a one-on-one relationship between a graduate student and a resource teacher. This pair would determine the best way of working together to increase the effectiveness of the Northshore program and to in turn benefit the graduate student's education through his or her interaction with an experienced teacher. We expect that many different working models will evolve with each tailored for the needs of the particular teacher-graduate student-classroom. We have some ideas about how this might work, but the real success lies in the working relationship and creativity that will evolve between the graduate student and the resource teacher. As a result of this effort, we are hoping to learn effective ways of supporting a district's math program while providing an enhanced education for our graduate students.
Special Session Math: Tax Cut + Tax Increase = Waste Of Our Time Main Page Closes menu on mouseover. Personals message boards EDITORIAL. Special session math Tax cut + tax increase = waste of our time http://www.statesman.com/opinion/content/editorial/stories/07/20taxes_edit.html
Extractions: For Sale E-MAIL THIS PAGE PRINT THIS PAGE MOST E-MAILED ARTICLES Advertisement EDITORIAL BOARD Wednesday, July 20, 2005 The Legislature's special session on public school finance should collapse and die today. No doubt Gov. Rick Perry will try to make the corpse walk again by calling legislators back for another attempt at cutting school property taxes without anyone noticing the tax increases required to make up the difference. stitutional. Rather, it's growing desperation, on the part of Perry and most Republican members of the Texas House and many in the Senate. They want to cut school property taxes and at least appear to be doing something about the so-called Robin Hood system of property wealthy districts subsidizing property poor districts. They are desperate because so many of them made reduction of school property taxes the centerpiece of their election campaigns and, so far, they have failed to produce. From the start, Lt. Gov. David Dewhurst and the Texas Senate have been more realistic, recognizing the need to tax more businesses and for businesses generally to help shoulder more of the load.
Do The Math: Texas Needs Quality Teachers Poor performance on the science and math skills exams is the primary reason that Texas Main Page Closes menu on mouseover. Personals message boards http://www.statesman.com/opinion/content/editorial/stories/07/3taks_edit.html
Extractions: For Sale E-MAIL THIS PAGE PRINT THIS PAGE MOST E-MAILED ARTICLES Advertisement EDITORIAL BOARD Wednesday, August 03, 2005 Poor performance on the science and math skills exams is the primary reason that Texas schools slid in the statewide ratings announced this week. The annual state report card that ranks schools and districts is based largely on performance on the Texas Assessment of Knowledge and Skills, the exam that students in grades 3 through 11 take each year. But the report card also incorporates drop-out rates and scores of alternative exams for special education students. Some high-performing schools, such as Austin's Anderson High School, got a failing grade because too few students who took the special education exam passed. At least 50 percent of a school's special education population had to pass the exam to be rated "academically acceptable," the equivalent of a C. The bar was much lower for regular students taking the math and science TAKS. On the TAKS science exam, just 25 percent of each student group was required to pass to get an acceptable rating or C grade; on the math TAKS, 35 percent had to pass. In other words, 75 percent of each student group could have flunked science and 65 percent could have flunked math and the school still would have been rated acceptable.
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