Mathematics and Reading Academies

Available for grade 4, grade 3, grade 2, and kindergarten/grade 1, this 3-day academy is presented in a face-to-face setting.

An eligible teacher who successfully completes an original 3-day academy is eligible to receive a $350 stipend, minus applicable income taxes and payroll deductions.

Outcomes:

1. Build knowledge and comprehension of effective and systematic instructional practices that            support robust mathematics understanding

2. Explain learning progressions that develop a strong foundation for

             (A) whole number operations based on place value concepts and

             (B) fraction concepts

3. Identify critical checkpoints for understanding within learning progressions for whole number operations and fraction concepts.

4. Identify instructional components that develop fluency and number sense based on robust conceptual and procedural understandings.

5. Identify instructional components that address the needs of students with disabilities, English language learners, students struggling to learn mathematics, and gifted learners.

6. Identify and apply assistive technologies, both physical and digital, that support the development of conceptual and procedural understanding leading to fluency, number sense, and problem-solving proficiency and prove pathways for formative assessment that leads to actionable feedback for teachers and students.

Available for grade 3, grade 2, grade 1 and kindergarten, this academy is a blended learning opportunity that will require participants to attend two half-day face to face or virtual trainings with a 6–8-week online learning component. Completion of a 3-day academy is a prerequisite.

An eligible teacher who successfully completes all elements of the Problem Solving and Discourse Academy is eligible to receive a $100 stipend, minus applicable income taxes and payroll deductions.

Outcomes:

1. Build knowledge and understanding of a problem-solving heuristic that applies to any mathematical content strand.

2. Identify problem-solving habits of mind of a proficient problem solver.

3. Build knowledge and understanding of mathematical language routines that complement the use of a problem-solving heuristic.

4. Build knowledge and understanding of formative assessment strategies that focus on making student thinking within phases of the problem-solving model visible to the student and to the teacher.

5. Build knowledge and understanding of five practices that support mathematical discourse to strengthen student voice and agency with a problem-solving heuristic.

Available for grade 3, grade 2, kindergarten/grade 1, this 2-day academy is presented in a face-to-face or virtual format. Completion of a 3-day academy is a prerequisite.

Outcomes:

1. Build knowledge and comprehension of effective and systematic instructional practices that support robust mathematics understanding.

2. Identify instructional components that develop understanding of length measurements, composing and decomposing figures, area measurement, and data analysis based on robust conceptual and procedural understandings.

3. Build knowledge and understanding of shared learning intentions and success criteria that focus on providing clarity for both the student and the teacher.

4. Build knowledge and understanding of planning for mathematical discourse to strengthen student voice and foster student agency.

5. Build knowledge and understanding of planning for the implementation of effective mathematical tasks that move learning forward for each and every student.

6. Connect understandings related to length measurement, composing and decomposing figures, area measurement, and data analysis with understandings of numbers and operations.

Intended for district and campus administrators to review the structure of the Mathematics Achievement Academy system, identify components of the Mathematics Achievement Academies in instructional practices, make connections to teacher development, and support implementation of research-based instructional practices in elementary mathematics.

The Texas legislature has appropriated funding to pay stipends to eligible teachers who successfully complete academies. A teacher who successfully completes an academy outside of contracted work days is eligible to receive a stipend, minus applicable income taxes and payroll deductions.

TEA will process payments to school districts and charter schools for disbursement to eligible teachers who completed an academy. Teachers who completed academy training and who submitted a signed verification form accepting the stipend upon completion of the training will receive a stipend.

Once stipend information has been verified and processed, TEA will issue a payment to each school district and charter school that had an eligible teacher complete an approved training. Districts and schools are required to pay teachers the stipend in a timely manner. Districts and schools will be notified of the payment and will be provided a detailed list of the teachers who are to receive the stipend. Correspondence will be sent to the district or charter school superintendent as well as to the district business office at the email address on file in the AskTED system.

For questions related to stipend payment, teachers should first contact their district or charter school business office, followed by the ESC responsible for the academy training.

Instructions for Finding Your Unique ID (PDF, 191KB) - For timely processing of teacher stipends for academy attendance, participant’s ten-digit Unique ID number is required.