March 12, 2008
Greetings Noble Parents and Supporters of Our Pre-AP Algebra 2 Students:
I hope this letter finds you enjoying the comforts of Spring Break, surrounded by family
and friends.
I write to share with you data relevant to your son or daughter's 2007 TAKS Math
performance. Hopefully, we can use this data proactively to support your son or
daughter's success on both the Spring 2008 TAKS (April 28th) and the 2008 LTF (May
5th) this year.
In mid-February 2008, the Algebra 2 Pre-AP team met for the first time with the School
Improvement Facilitator to review Spring 2007 TAKS data for our students.
As a former District Math and Bilingual Specialist, I enjoy working with and using data.
It is a pleasure to share patterns in itemized data with both students and parents.
The data showed significant commonalities amongst the Algebra 2 cohort presently at
Westside. The data pointed to how and where we might use differentiation and
acceleration to support our students' success.
Notably, many in our Algebra 2 cohort shared needs in TAKS domains that deal with
Geometry (Objectives 6 and 7), Measurement (Objective 8), Problem Solving (Objective
10) and the early Algebra domains (Objective 1 and 2). Students normally master these
domains during 8th grade, 9th grade, and/or during Algebra 1.
Please look at the attached data for your son or daughter to see if their 2007 TAKS
results reflect any such pattern.*
Our Algebra 2 benchmarks from Fall 2007 and Winter 2008 tested different (Algebra 2
and Algebra 1) TAKS Objectives that did not reveal these needs. Our class scores
on current year benchmarks were always amongst the highest. Nonetheless, Spring
2007 TAKS data also must be individually addressed.
Variations in Spring 2007 TAKS scores existed: some students mastered nearly all
TAKS objectives, while others did not. These variations led me to ask my students to
share their own ideas and analysis concerning their 2007 TAKS data.
Soon thereafter, I began holding individual and small group meetings with my students
so that 1) each could see his or her own data, 2) set personal learning goals to help him or
her master certain domains and/or accelerate in areas already mastered, and 3) to
allow students to share in their own words what sort of learning experiences affected
their earlier Algebra and Geometry foundations.
Through meetings with my students, I received even more data. First, I learned
that some students only completed one semester of Algebra 1, while some never
took Geometry. Second, I learned that some students never took Pre-AP classes before
this year. Finally, I learned that about 45% of my students were in one of two different
Geometry classes last year that went through mid-year instructional transitions.
According to my students, one Geometry class spent six weeks or more working with
various Associate Teachers before resuming instructional consistency. Similarly, a
second (Geometry) class spent numerous weeks with various Associate Teachers before
regaining TEKS-aligned instruction. The data suggest that these raise special needs.
Districtwide data consistently show at other secondary campuses that when these types
of instructional transitions occur for many weeks, mastery can be affected. Your
daughter or son may have passed Math TAKS last year, but unless their TAKS data is
analyzed item by item, it is hard to see where they most need support. These needs can
go unaddressed until a "high stakes" exam like LTF, SAT or TAKS forces your child to
rely on that foundation.
There are other students recently placed in Pre-AP Algebra 2 whose data may or may not
reveal success on the 2007 Spring TAKS test. We support everyone's success. At the
same time, these cases also present special needs.
The goal now, therefore, is to address these gaps before either TAKS 2008 (the new Math
TAKS) or before LTF 2008 test their foundations in these areas. This need is
particularly acute for students having undergone instructional transition during their
9th grade year.
The attached handout shares both TAKS 2007 data and the Personal Learning
Goals Portfolio Agreement created preliminarily for your son or daughter. For each
section, a wide range of resources were created or made available to help him or
her succeed in meeting their goals.
To address these needs and to support your child, I have set up numerous, state-of-the-
art audio, video, and hands-on and other Algebra and Geometry resources (along with
tutorials) for their use; these have been in place for some time now.
Resources I have created or made available include, for example:
1. Customized Texas Mathematics Diagnostic System (TMDS) accounts set up
by TEKS for each student--based on his data and/or individualized needs.
(Also, students have access to an updated TMDS database containing 347
new TEKS-based TAKS practice questions created by TEA; these are
available both in class and online);
2. Tutorials: before, during and after school;
3. Quizlab accounts with a second, customized Quizlab tutorial account
just for TAKS;
4. Computers purchased and placed in our classroom to help students review
for TAKS on highly rated SLEEK software (particularly for those lacking
CD ROM-based computer access at home);
5. Special TEKS-aligned Audio and Video sites that review and rebuild
students foundations in Algebra 2, Algebra 1, AND Geometry;
6. Textbook-aligned and approved Powerpoint presentations that set forth
step by step every solution for all Algebra 2 Chapters already covered or
yet to be learned;
7. Websites linked to TEA's 10th and 11th grade TAKS Study Guides and
practice tests,TEA Information Booklets and other tools. I also use the
Customized Study Guides that TEA kindly made if your son and/or
daughter did not pass TAKS last Spring.
8. My step-by-step cumulative solution packets for McDougal Algebra 2
Chapters 6, 7, 8, 9, 10 and 11 for Practice Problems.
9. Released TAKS Error Analysis Packets done problem by problem by a
major school district so that your child will understand both how to
choose right answer AND how to avoid choosing wrong answers.
10. Hardbound class sets of TEA Study Guides ordered for my students.
11. Laying the Foundation (LTF) Cumulative Study Packets --based vertically
on LTF Lessons Activities and other review problems.
12. Pre-AP Best Practices Toolkit (online and physical) exercises to ready for
LTF on May 5th.
For all families, I also am attaching the download instructions for a 30-day trial of the
SLEEK software system mentioned at Point 4. This is widely considered by
many districts and homeschoolers to be perhaps the best software program for
TAKS readiness available. It will allow your child to review TEKS-based objectives for
all current and prior grades, as individually needed.
Again, I can only offer SLEEK and the resources noted. I can only hope that your son
or daughter will use his PC time to practice with SLEEK and these other tools daily in
the month ahead. I can offer these resources (and my time for tutorials) but I cannot
force your son or daughter to take advantage of them.
Therefore, I write to request your help in one key area: some of our Algebra 2 cohort
students do not recognize this Spring 2007 TAKS data as their own.
Some students with considerable TAKS practice needs (based on 2007
data) have accepted neither the opportunity nor the responsibility to take advantage
of these resources to improve and ace the test for themselves.
A gentle reminder: TAKS data will follow each student throughout their
college application process.
I would appreciate your helping your son or daughter to understand the importance
(as a Pre-AP student and as a college-bound person) in helping himself or herself to
achieve their goals. Could we work together to ensure that your son or daughter will
help to prepare for TAKS and LTF both at home and at school? Could we work as
partners to provide incentive for your son and daughter to take advantage of these
resources?
For students with Spring 2007 TAKS scores near "bubble" percentiles (between 67%
and 79%), the degree of their success on TAKS in the weeks ahead often depends on their
personal motivation. Since most classroom resources are available 24/24 in various
ways and for all learning styles, the results will depend on how important success on
TAKS and LTF becomes to each learner himself.
Several of you have shared that regular TAKS, TMDS & Quizlab Practice on the home
PC is part of an allowance incentive structure for your son or daughter until the test in
late April. You each know which incentive system works best for you.
PLEASE note that Cycle 5 grading will be largely based on how well your son or
daughter meets the specific learning goals desired and/or required by their
individualized portfolio. I have attached a point matrix to help you understand how
final Cycle 5 grades will be calculated.
Progress report grades, therefore, reflected the effort to date each student had made
towards meeting his or her very specific TAKS, LTF and Algebra 2 goals; this included
their effort to complete practices and work by using our various resources. Cycle 5
assessments include TAKS readiness. Success depends on the individual efforts made by
your son or daughter to meet his or her specific goals and needs.
We share the goal of wanting your son or daughter to do their very best on both this
and/or any future test. Please look through the many resources and sites, and through
the Revised TEKS that they include. I would be pleased to share any and all of my
resources for use both at home and at school.
If there are questions or comments concerning the TAKS data and/or the Personal
Learning Goals and Portfolio for your son or daughter, please do not hesitate to contact
me at the numbers and/or e-mails listed below.
Many thanks again for your cooperation. Very best wishes to you and yours.
C. Jones
Houston ISD
