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Topic: AII&T: Trig modeling
Replies: 12   Last Post: Mar 21, 2011 8:38 PM

 Messages: [ Previous | Next ]
 Kevin Connolly Posts: 20 From: Elmira, NY Registered: 4/6/05
RE: Algebra 2 Trig Regents Grade
Posted: Mar 16, 2011 5:13 PM
 att1.html (7.7 K)

The 1, 2, 3, and 4 method is already in use and is used to compute your school's P.I. for your report card. Below 55 is a 1, 55 - 64 is a 2, 65-84 is a 3 and 85+ is a 4. However in the P. I. formula 3's and 4's are given equal weight and 2's hurt a bit less than 1's. Teachers are also already being measured, as schools receive reports on each teacher's numbers. However the new law states that 40% of a teacher's evaluation include scores from standardized exams. I agree with Liz 100% on the "interesting" dynamic that this will create within departments.

Kevin M. Connolly
Math Teacher - Elmira Free Academy
951 Hoffman Street
Elmira, NY 14905
(607) 735-3101

________________________________
From: owner-nyshsmath@mathforum.org [owner-nyshsmath@mathforum.org] On Behalf Of elizwaite@aol.com [elizwaite@aol.com]
Sent: Wednesday, March 16, 2011 5:02 PM
To: nyshsmath@mathforum.org
Subject: Re: Algebra 2 Trig Regents Grade

This is going to create an interesting (and not necessarily positive) dynamic for both teachers and students.
Consider for example the teacher that typically teaches the 1's and 2's. How much worse will that person look on the surface than the one who gets the 3's and 4's?
Consider the teacher who is kind and patient and ends up with anyone and everyone in his/her class to avoid someone less forgiving. Those students might not get the highest grades, but are probably in the 'right' place. The teacher they end up with will end up looking worse, though...when is that what really happened??
Consider the teacher who doesn't particularly like children. He/she could purposely drive students from his/her class by making their lives miserable (you all know there are people that could, in fact, do mean things to students they dislike) Not only will those students suffer borderline abuse with such a person, that person might end up coming out smelling like a rose.
I hope this system doesn't bring out the worst in the worst and ends up getting them rewarded for it.

Either way, I implore all of you to continue doing the right thing, being kind, fair, and helpful to all kids - continue to endure the students who grate on your nerves - they're people (children, in fact), too and they need you. This is the time for us to tap a higher faith and know in our hearts what is right and what is wrong and what is truly the best thing for all and if there is corruption around us to stand up for what we believe in and at all times continue to love the children.
Liz Waite

-----Original Message-----
From: Grace Wilkie <gwilkie@highlands.com>
To: nyshsmath <nyshsmath@mathforum.org>
Sent: Wed, Mar 16, 2011 10:57 am
Subject: Re: Algebra 2 Trig Regents Grade

The state has never encouraged the school districts to use the regents as part of the district's grading system. Up for consideration is to use the numbers 1,2,3,4 for the regents - similar to the elementary scoring - and would be hooked into the teacher evaluation.
Grace Wilkie

On Wed, Mar 16, 2011 at 5:15 AM, Liz Donahue <ldonahue@optonline.net<mailto:ldonahue@optonline.net>> wrote:
Does anyone know if school districts are prohibited starting next year from

I know that it is to be considered only as an assessment but my question is
are we going to be prevented from using it as a final grade which some of us
have??

Liz Donahue
East Islip HS, East Islip NY

-----Original Message-----
From: owner-nyshsmath@mathforum.org<mailto:owner-nyshsmath@mathforum.org> [mailto:owner-nyshsmath@mathforum.org<mailto:owner-nyshsmath@mathforum.org>]
On Behalf Of Kristin Holmes
Sent: Tuesday, March 15, 2011 9:54 PM
To: nyshsmath@mathforum.org<mailto:nyshsmath@mathforum.org>
Subject: AII&T: Trig modeling

Does anyone know how much trig modeling needs to be included in the Algebra
II & Trig course? We planned to cover the word problems where the equation
is given and students need to use it to answer a question (how long is the
building above x temperature, or how high is the tide at a given time). Do
we also need to cover the problems where the students develop the equation
themselves? We used to do this in our Math B course, but it takes time and
time is in SHORT supply in this course.
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