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Introduction to the Revised Math TEKS: Grades K-8

  • The Revised Math TEKS (2012) with Supporting Documents
    The goals for participation are to become familiar with the focal points and the TEKS comparison documents, to examine how to use the documents to improve overall mathematics instruction, and to explore vertical alignment of mathematical concepts and processes within the Revised TEKS (2012). CEU credit is 3.
  • Applying the Mathematical Process Standards
    The goals for participation are to become familiar with the revised mathematical process standards and compare them to the current underlying processes and mathematical tools, to explore resources on the Project Share Gateway, and to amplify instructional tasks. CEU credit is 3.
  • Completing the Gap Analysis
    The goals for participation are to become familiar with the focal points and TEKS comparison documents, to examine how to use the documents to improve overall mathematics instruction, and to explore vertical alignment of mathematical concepts and processes. CEU credit is 3.
  • Achieving Fluency and Proficiency
    The goals for participation are to define computational fluency, automaticity, mathematical proficiency, and conceptual understanding; to examine the learning progressions for computational fluency; to make connections between computational fluency, mathematical proficiency, and the process standards; and to explore computational fluency and mathematical proficiency activities. CEU credit is 3.

For more information about Continuing Education Units (CEUs), visit the CEU Credit page.

 

Introduction to the Revised Math TEKS: Grades 9-12

  • The Revised Math TEKS (Grades 9–12) with Supporting Documents
    The goals for participation are to become familiar with the revised TEKS and the TEKS comparison documents, to examine how to use the documents to improve overall mathematics instruction, and to explore vertical alignment of mathematical concepts and processes within the revised TEKS. CEU credit is 3.
  • Applying the Mathematical Process Standards
    The goals for participation are to become familiar with the mathematical process standards and compare them to the current underlying processes and mathematical tools, to explore resources on the Project Share Gateway, and to amplify instructional tasks. CEU credit is 3.
  • Completing the Gap Analysis
    The goals for participation are to study the revised TEKS; to explore curriculum and instructional gaps in student learning for the 2015–2016 implementation; to explore vertical connections; to explore instructional implications for student cohorts, including those students entering Algebra I who received instruction in grade 8 revised TEKS; and to create an action plan for the transition to the revised TEKS. CEU credit is 3.
  • Achieving Fluency and Proficiency
    The goals for participation are to define computational fluency, automaticity, mathematical proficiency, and conceptual understanding; to examine the learning progressions for computational fluency; to make connections between computational fluency, mathematical proficiency, and the process standards; and to explore computational fluency and mathematical proficiency activities. CEU credit is 3.

For more information about Continuing Education Units (CEUs), visit the CEU Credit page.

 

TEA ESTAR/MSTAR Universal Screeners Overview

This course provides a brief overview of the ESTAR/MSTAR Universal Screeners and describes how to interpret the results obtained after administering a screener. Results from the ESTAR/MSTAR Universal Screeners guide instructional decision making and help educators identify the intensity of support needed for students who might be at risk for not meeting expectations in algebra and algebra readiness skills.

For more information about Continuing Education Units (CEUs), visit the CEU Credit page.

 

TEA ESTAR/MSTAR Diagnostic Assessments Overview

This course provides a brief overview of the ESTAR/MSTAR Diagnostic Assessments, examines how learning progressions fit with the Diagnostic Assessments, discusses how the diagnostic assessments were developed, and provides guidance on how to interpret the results.

For more information about Continuing Education Units (CEUs), visit the CEU Credit page.

 

TEA ESTAR/MSTAR Learning Progressions

This course explores the learning progressions created specifically for the ESTAR/MSTAR Diagnostic Assessments. Participants will explore the definition of learning progressions in general, information about the ESTAR/MSTAR learning progressions, and the use of learning progressions in mathematics instruction and assessment in order to better prepare students for algebra. Participants will also become familiar with the ESTAR/MSTAR Diagnostic Assessments.

For more information about Continuing Education Units (CEUs), visit the CEU Credit page.