EDUC 629

El Paso Independent
School District
Educational Technology Plan 2011-2016

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Table of Contents
Vision, Mission, and Goals .. 1
Needs Assessment . 3
The Planning Process .. 4
State Goals and Objectives with Local Strategies and Measures . 7
Environment .. 7
Engagement . 8
Application .. 10
Tools . 11
Results .. 12
Implementation: Timetable and Budget for Goals, Objectives and Strategies .. 13
Executive Summary .. 15

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Vision, Mission, and Goals of El Paso Independent School

District
Mission
The El Paso Independent School district will provide a diverse approach in teaching students
through the use of the latest technology and peer reviewed proven best practices for teachers to
help make learning invigorating and rigorous for students, equipping them for success in a
technology rich work force.
Vision
Our vision is to equip students with skills necessary to acquire academic and technological
excellence in an ever-changing global market and instill students with a lifelong love of learning.
Goals and Strategies
To obtain this vision, the El Paso Independent School District will:
Goal 1: Prepare students for the rigor of university education by developing problem solving and
critical thinking skills in all content areas

Strategy: Students will create an online collage of eight to ten engineering and technical
feats throughout the world and write a two to three sentence summary of how technology
was used to achieve each feat.

Goal 2: Equip students to be responsible citizens capable of communicating through various

means of technology
Strategy: Students will learn to use Microsoft Word, Excel, Powerpoint, and other
technology resources to create persuasive and informative presentations using skills
learned in English, Science, Mathematics, Social Studies, and Fine Arts classes.
Goal 3: Provide a safe and consistent learning environment for students of diverse racial, ethnic,
and socio-economic backgrounds
Strategy: Students will use technology such as TI Inspire Calculators in math and science
classes on a daily basis.
Goal 4: Students will collaborate to create a positive learning environment and demonstrate
responsibility to the community
Strategy: Students will participate once a month in blogs or discussion boards to
brainstorm and implement ways to enhance the learning environment in their school by
planting trees, participating in fundraisers, creating art galleries on campus, participating
in student groups, etc (TEKS 126.22).

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Needs Assessment

Strengths What are the current strengths?

One of the strengths of El Paso Independent School District (EPISD) is that the district has
acquired grants to be used for technology and technology upgrades. District wide, 1366 desktops were
purchased with federal stimulus money. Each classroom has at least one Desktop. Each teacher within
the district is also issued a laptop computer. Each school has a computer lab. Teachers at title 1 schools
have been provided SmartBoards and digital document cameras. Title 1 schools also have projectors in
each classroom on campus.
Teachers have access to Exam View, Microsoft Office Professional software, Airserver, Gale
online database, and programs like Eduphoria and Teams for grading and tracking students. High school
teachers are required to maintain a teacher website where students can access the class syllabus, online
tutoring videos, and other pertinent information regarding classes.
Weaknesses What are the current weaknesses?
Although the district has provided desktops and laptops for each teacher, most computers have
not been updated and were purchased prior to the 2010-2011 school year. The district has not been
able to keep up with the expenses of upgrading technology. Not all schools within the district are
considered title 1 schools so there is not equal access to funds that can be used to purchase technology.
Another weakness is that teachers are not properly trained to use the technology that is
available to them. Most teachers use a minimal amount of technology even though a large portion of
the district budget is dedicated to providing students with a technology rich education. Teachers do not
understand how the technology that is available can positively impact the classroom and often times
believe that the benefits of using the technology do not outweigh the cost of learning how to use it.
Opportunities What are the future opportunities?
The district is currently pursuing providing one IPAD per student in order to provide students
with electronic copies of textbooks and other digital resources. Teachers are being offered training in
flipped classroom strategies so that technology is used to increase the amount of time teachers can
spend in guided practice activities.
Threats What threatens those future opportunities?
The single largest threat to future opportunities is budget cuts. The district currently faces
budget cuts that effect everything from teacher pay to funding technology. Aside from budget
constraints, many teachers resist change and do not embrace the idea of using digital copies of
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textbooks. Some teachers believe that technology is the problem and not part of the solution. The
district must find ways to convince teachers and tax payers that the technology being implemented will
be worth the cost.

The Planning Process

State Goals and Objectives with Local Strategies and Measures
Goal

NETS

Students will create an online

collage of eight to ten
engineering and technical
feats throughout the world
and write a two to three
sentence summary of how
technology was used to
achieve each feat.

1.Creativity and Innovation

Strategies

a. Students demonstrate
creative thinking,
construct
knowledge, and develop
innovative products and
processes using technology.

Students will learn to use

Microsoft Word, Excel,
Powerpoint, and other
technology resources to
create persuasive and
informative presentations
using skills learned in
English, Science,
Mathematics, Social Studies,
and Fine Arts classes.

3. Research and Information

Fluency
Students apply digital tools to
gather, evaluate,
and use information.
a. Plan strategies to
guide inquiry
b. Locate, organize,
analyze, evaluate,
synthesize,
and ethically use information
from a variety of
sources and media
c. Evaluate and select

This will be a 9 week

assignment.
Students will use a
search engine to
collect 1-2 pictures of
engineering or
technical feats per
week.
Students will create a
two to three sentence
summary of how each
feat was achieved.
Students will find a
means for displaying
their work online.
Each week students
will use the student
portal to email their
progress to the
teacher.
Students will work in
groups of three to
create a presentation
to convince the class
of the best tree for us
to plant as a class and
the best location to
plant the tree.
Each student will
chose one math
concept from Algebra
1 and one Office
product to support
their choice of tree
and location.
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information sources
and
digital tools based on the
appropriateness to
specific tasks
d. Process data and
report results

Students will use technology

such as TI Inspire Calculators
in math and science classes
on a daily basis.

Students will participate once

a month in blogs or
discussion boards to
brainstorm and implement
ways to enhance the learning
environment in their school

6. Technology Operations
and Concepts

Students demonstrate a sound

understanding
of technology concepts,
systems, and operations.
a. Understand and use
technology systems
b. Select and use
applications
effectively
and productively
c. Troubleshoot systems
and
applications
d. Transfer current
knowledge to learning
of new technologies

2. Communication and
Collaboration

Students use digital media

and environments to
communicate and work

Each student will

chose at least two
other content areas to
provide an alternative
means to support their
argument (i.e. a song,
skit, poem, historical
example, etc.)
The project will take
four weeks.
Students will email
their progress to the
teacher and
classmates each week
via blog.
Students will vote on
the best location.
This will be done on a
daily basis for the
whole year.
Students will begin
each class period by
answering a daily bell
ringer activity in their
math and science
classes.
The assignment will
be uploaded to the
teachers computer
using the TI Navigator
software and instant
feedback will be
provided by the
teacher using the TI
Navigator software.
Calculators will be
used on other math
and science class
activities as directed
by teacher.
Students working on
their tree project in
groups will use the
discussion board to
brainstorm at least 3
tree options during the
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by planting trees,
participating in fundraisers,
creating art galleries on
campus, participating in
student groups, etc

collaboratively, including
at a distance, to support
individual learning and
contribute to the learning of
others.
a. Interact, collaborate,
and publish with
peers,
experts, or others employing
a variety of digital
environments and media
b. Communicate
information and ideas
effectively
to multiple audiences using a
variety of media
and formats
d. Contribute to project
teams to produce
original
works or solve problems

first week of their

project.
Students will use the
discussion board to
collaborate and
choose roles within
the group and the
Office software and
concepts that each
student will use in
their project.

Environment
The best environment would be the Flipped Classroom model. Students will receive the
majority of instruction in online videos through EdPuzzle. Watching the videos at home or in the
school library will leave more time for the teacher to work one-on-one with students who are
struggling and allow students to work collaboratively under the direction of the teacher. This
method also gives students more time to use technology like the TI Inspire calculator to solve
problems. Most students do not have the TI Inspire calculator available to them in the classroom.

Engagement
After a new concept is introduced through EdPuzzle, students will spend time mastering
the skills taught and exploring the TI Inspire calculators to gain a deeper understanding of each
concept. Group work will be assigned to differentiate instruction and give students the freedom
to explore concepts using higher level critical thinking skills. The teachers primary role will be to
facilitate learning and keep students engaged in projects and activities using the technology ent

Application Tools
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Students will need access to desktop or laptop computers with Microsoft Office Student
Edition in order to create Word, Excel, and Powerpoint presentations. IPADS should be used by
students to watch video lessons and they may use the TI Inspire IPAD app to do homework
(classwork not completed in class). The classroom should be equipped with a classroom set of TI
Inspire calculators with TI Navigator software as well as a SmartBoard with SmartNotebook and
a SmartSlate. A projector should be installed and working and the district should allocate funds
for a projector replacement bulb or a new projector.

Results
Students will gain confidence as they work independently on their Engineering Feats
project and cooperatively on their tree project. Students will learn to determine which math skills
are necessary to perform specific tasks related to their projects. They will put their new math
skills to work in order to gain a deeper understanding of each math concept. The TI Inspire
calculator will help students discover and experience new concepts in an innovative way that will
help the better retain pertinent information.
According to Bill Tucker (pg.82-83, 2012) flipped instruction allows students to spend
more time mastering skills in the classroom and increases the amount of constructive
communication between students and teachers. Students who are already familiar with the video
lesson are more likely to have relevant questions answered in class since they have more time to
engage in classroom activities.

Implementation
Budget
Technology Continuation (currently provided and maintained by EPISD)
Desktop
Laptops
Printers
Smartboards
Document Cameras
Projectors
Internet
Microsoft Office Professional
Graphing Calculators (Need upgraded from TI-83 to TI-Inspireapproximately $95.00 per student)
Technology to be Purchased

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IPADS-$400.00 per student

IPAD Apps-$.99 to $35.00 per student
o TI Inspire App
TI Inspire Navigation System- $2500.00 per teacher
TI Inspire Teacher Software (Included with Navigation System)

Free Technology to be Acquired

EDPuzzle
iPad Apps
o Example: Algebra Champ or Khan Academy
Photo/Video Sharing Websites
o Example: Vimeo
Professional Development Costs
Access to Technology Resources Listed Above
Total Estimated Cost
Technology

Cost

Quantity

Total

iPads

$400

18,000

$7,200,000

iPad Apps

$35

18,000

$630,000

TI Inspire Navigation

$2500

514

$1,285,000
$9,115,000

Professional Development Plan

Timetable for Goals, Objectives, Strategies, and Measures: Professional Development
(PD) sessions will be offered once every three weeks for a total 6 one and one half hour sessions
during the first semester of the school year. The sessions will be mandatory for all High School
Math and Science teachers and offered as optional PD for all other district employed teachers.
Teachers will be allotted 20 minutes at the beginning of each session to discuss how technology
implemented from the previous session has impacted classroom management, critical thinking,
and overall student success.
The primary focus of this training is to educate teachers on the technology available to
them in the classroom and provide ample time for teachers to implement the technology.
Teachers need time to experiment and see how the technology can be integrated into the
classroom for everyday use to the benefit of the students and the educator. Spreading out the
trainings over the course of a semester provides teachers the time they need to successfully
implement technology and gives teachers who are not comfortable utilizing technology time to
adjust and learn.
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Session 1- TI INSPIRE Calculators

Where does it fit: The TI INSPIRE calculators can be used on a daily basis. They are an
excellent resource for performing algebraic operations and graphing. This calculator can be used
in every high school math class and will enhance student understanding of mathematical
processes.
Backup plan: Students can use TI-83 calculators or use paper and pencil to perform
calculations.
Effectiveness: For students with basic computer skills and familiarity with Microsoft Office
products, the TI Inspire functionality is easy to learn. Students who struggle to think analytically
and visualize mathematical relationships will benefit greatly from the 3D capabilities and
multiple representations of data available simultaneously with this calculator.
PD: The teachers will be placed in classrooms based on familiarity with the TI Inspire calculator.
The beginning users will be taught a half hour introductory lesson on how to use the calculator
considering how to turn the calculator on and off, how to save a file, how to create a document,
and how to utilize the menu button. Intermediate users will be taught a lesson about how to
collect and display Vernier data using the TI Inspire calculator. Advanced users will be asked to
volunteer their expertise and assist in the training process. After the one half hour lessons, the
teachers will come together in the auditorium to learn how to use the TI Inspire calculator to help
students develop critical thinking skills.
Session 2-TI Inspire Teacher Software
Where does it fit: The TI Inspire Teacher software can be used on a daily or weekly basis when
new material is presented. The TI Inspire Teacher software includes an emulator that allows the
teacher to project the calculator image on the Smartboard and mimic the expected procedures for
students. It can also be used to demonstrate algebraic and geometric relationships to help
students make connections and visualize the concepts they are being taught.
Backup plan: If the teacher software is not available the teacher can place a handheld calculator
under the document camera to produce similar results.
Effectiveness: The TI Inspire software is most effective when used in conjunction with handheld
calculators for the students. It is also an important part of utilizing the TI Navigator system.
PD: The teachers will be placed in classrooms based on familiarity with the TI Inspire Teacher
software. The beginning users will be taught a half hour introductory lesson on how to use the
software considering how to initiate the software, how to save a file, how to create a document,
and how to utilize the menu button, and comparing the software to the handheld device.
Intermediate users will be taught how to create a test or quiz and grade it using the TI Inspire
software. Advanced users will be asked to volunteer their expertise and assist in the training
process. After the one half hour lessons, the teachers will come together in the auditorium to
learn how to use the TI Inspire Teacher software to help students develop critical thinking skills.

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Session 3-TI Inspire Navigator System

Where does it fit: The TI Inspire Navigator System can be used on a daily basis to check to
student participation and understanding as well as sending and receiving feedback from bell
ringer activities and guided practice. This system could be used in every High School math class
and would be especially helpful in classes with high student to teacher ratios.
Backup plan: If the navigator system is not available then teachers can send and receive
feedback (documents such as tests, quizzes, or practice activities) through the charging stations.
Effectiveness: The TI Inspire Navigator System gives teachers the ability to see what is
happening on each calculator in the classroom from a single monitor. This software also allows
teachers to create tests, quizzes, and practice activities to help build students critical thinking
skills as well as providing them with an opportunity to master calculator skills.
PD: Teachers will meet in random groups of thirty. Each teacher will be asked to remove a TI
Inspire calculator equipped with a cradle. They will first be instructed on how to initiate the
teacher software and connect each calculator to the system. They will be sent a document and
asked to do a basic task. Then the trainer will chose various teachers from the classroom and
display their work via digital projector. Teachers will then be given the opportunity to ask
questions, and work together in groups of ten, each teacher taking a turn running the software,
sending, and receiving data from the handhelds.
Session 4: iPads
Where does it fit: The iPads can be used at home or at school daily or weekly. The iPads can be
used primarily at home as a means of viewing flipped instruction lessons. Students who do not
see the lesson at home can use the iPad to view the lesson during class, lunch, or study hall. The
teacher can utilize the iPad to record video lessons and post them to EDpuzzle for student
viewing.
Backup plan: If iPads are not available a desktop computer can be used to view videos. The
document camera and screen capture software can be used to create videos if the iPad is not
available.
Effectiveness: They can be used for flip classroom instruction or to provide individual students
with differentiated instruction to meet their academic needs.
PD: The teachers will be placed in classrooms based on familiarity with the iPad. The beginning
users will be taught a half hour introductory lesson on how to set up an itunes account, connect
to the internet, and download and open apps. Intermediate users will be taught a lesson about
how to use the iPad to create video lessons. Advanced users will be asked to volunteer their
expertise and assist in the training process. After the one half hour lessons, the teachers will
come together in the auditorium to learn how to use the iPads to help students develop critical
thinking skills.

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Session 5: Photo/Video Sharing Websites

Where does it fit: The Vimeo photo and video sharing application will be used by students to
create any sort of online portfolio. This activity can be done on a weekly basis.
Backup plan: If Vimeo is not available students will be able to use flicker or another photo
sharing company to complete the activities.
Effectiveness: Photo/Video sharing activities can help students make connections between
STEM concepts in the classroom and the real world.
PD: Teachers will be asked to come to training with their iPads charged and ready to go. They
should have the Vimeo app already downloaded. Teachers will be placed in classrooms in groups
of 10. They will be asked to share the reasons they enjoy teaching students. Then they will be
asked to search the internet for pictures and short video clips that portray the reasons they enjoy
teaching. Each group will be asked to make an online collage to present in the auditorium during
the last half hour of the session. The session should be no longer than 90 minutes.
Session 6: iPad Apps-Khan Academy
Where does it fit: Khan Academy and other apps can be used for assessment purposes,
enrichment activities, interventions. It can be used as needed.
Backup plan: If Khan Academy isnt available students can attend lunch or after-school
tutoring. The teacher could also assign worksheets with extra practice.
Effectiveness: The Khan Academy is most effective when students are motivated and held
accountable for the material available. Since the teacher has the ability to monitor student use of
the app, the Khan Academy can prove to be a particularly effective tool.
PD: Teachers will be asked to come to training with their iPads charged and ready to go. They
should have the Khan Academy app already installed at the time of training. Teachers will be
placed in classrooms in groups of 30. They will be instructed in how to set up a teacher account,
how to set up a student account, and how to assign practice and test. Teachers will be instructed
on how to assess student progress using the app. The session should be no longer than 90
minutes.
Lesson Plan 1
Before the Lesson:
Topic/Subject/Grade: Mathematics/Algebra 1/Grade 9
Primary TEK: Texas Essential Knowledge and Skills (TEKS) 2A.1A apply mathematics to
problems arising in everyday life, society, and the workplace.
Other Related Standards: NETS 1. Creativity and Innovation: Students demonstrate creative
thinking, construct knowledge, and develop innovative products
and processes using technology.

a.
b.

Apply existing knowledge to generate new ideas, products, or processes

Create original works as a means of personal or group expression

Objective: Students will create an online collage of eight to ten engineering and technical feats

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throughout the world and write a two to three sentence summary of how
technology was used to achieve each feat.

Condition of the Task: Given 3 math concepts, students will have to correctly classify
pictures of technology/engineering feats and give a two to three
sentence explanation of how each feat relates to the math
concept.
Observable Task: Students will create an online technology/engineering collage.
Measurable Criterion: With each math concept (quadratic maximization, exponential
growth/decay, or finding the area under a curve) students will
search for at least three different pictures to exemplify each
concept.
Classroom Diversity:
Cultural Diversity- Students will be able to choose engineering feats
from any culture around the world. Students may choose feats from
cultures they identify with personally or cultures they are most
interested in better understanding.
Students with Special Needs- Students with special needs will be
given a graphic organizer to help them organize their work by
mathematical concept. The graphic organizer will contain both an
explanation of each concept and an example of a feat that would fit in
each concept.
Socio-economic Subpopulations- Economically disadvantaged
students will have time allotted to go to the library and access the
internet using iPads, computers, and other technology available with
the assistance of the librarian.
Materials and Equipment: Workspace, iPads, and Vimeo Application
Technology Application: Please see above.
During the Lesson:
Set: Students will be asked to find a picture of a building, structure, object, etc. that requires
the use of mathematics and engineering to create. Once all students have chosen a picture,
the teacher will require students to identify a mathematics concepts necessary for the creation
of that object. Students will then be instructed to save the picture for their end of the Final 9
Weeks Project online collage.
Lesson: This 9 Weeks Project will be ongoing throughout the 9 weeks. Students will be
required to add to the online collage on a weekly basis. Students will be given a rubric
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marking deadlines when uploaded pictures are due and parameters for determining whether
or not a picture and explanation meets the assignment expectations. For each picture students
must have a minimum of 2 sentences describing how the engineering feat relates to
mathematics. Students will create their online collage using Vimeo or another preapproved
app.
Instruction/Modeling: The teacher will model the activity by choosing a picture and
showing the relationship between the engineering feat in the picture and the mathematical
concept currently being introduced. The teacher will do this at least once a week throughout
the 9 weeks. When students are unsure if they are on the right track, the teacher will be
available to answer their questions through email or an online blog or discussion board.
Guided Student Practice/Formative Assessment: Students will be asked to submit a link
to the teacher on a weekly basis for a grade.

Independent Practice/Formative Assessment: Students will be asked to show the weekly

progress of their online collage to small groups (3 to 4 students) and collect brainstorming
ideas on how to better express the connection between STEM concepts. The teacher will
monitor the classroom and collect the brainstorming activity.
Closure: Students will be able to write a paragraph for each math concept used in their
online collage describe how the math concept is used in everyday life.
Summative Assessment: Students will submit a link to their final collage to the teacher for a
final 9 weeks grade. The final submission will take place the week of finals.
After the Lesson:
Teacher Reflection: Not developed.

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Executive Summary
The El Paso Independent School District (EPISD) instructional technology plan for the 2011-2016
school years is aligned with the Texas Essential Knowledge and Skills as well as the International Society
of Technology Standards National Education Technology Standards (ISTE NETS). This plan reflects the
districts commitment adhering to its technology mission statement, vision, and goals. This plan is
directly related to Algebra but can easily be adapted to integrate into other STEM courses.
This technology plan is adapted to meet the needs of students represent by the diverse
subpopulations which make up the EPISD community. The students of this community deserve to have
access to the latest technology that is proven through peer reviewed studies to increase student
achievement. This technology plan emphasizes student growth in the area of critical thinking by focusing
activities on the synthesis and evaluation levels of Blooms taxonomy.
The four goals presented in this plan will be implemented, but not limited to, the following
technology: TI NSPIRE graphing calculators, TI NSPIRE Navigator System, Microsoft Excel, Microsoft
PowerPoint, and iPads. Student work will be evaluated on a regular basis to ensure that the goals are
being met. Appropriate use of this technology will lead to better developed critical thinking skills. In
order to ensure student success, the teacher must create a positive learning environment and
demonstrate necessary classroom management techniques.
The student learning environment is no longer limited to a single textbook, teacher lecture, and
handwritten notes. Though these methods may be at least partially effective, use of the latest proven
technology gives students increased opportunities to successfully engage classwork and homework as
well as retain information. The technologies mentioned in this plan are peer reviewed and proven to be
successful tools in the hands of students.

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Crosswalk of Goals
A goal comparison of the National Educational Technology Plan, the Educational Technology
Plan for Texas and the El Paso Independent School Districts Strategic Plan.
National Educational Technology
Plan

Educational Technology Plan for

Texas

Learning: All learners will

have engaging and
empowering learning
experiences both in and out
of school that prepare them to
be active, creative,
knowledgeable, and ethical
participants in
our globally networked
society.
(USDE, 2010, p. 9)

The integration of
technologies into Texas
schools can transform the
teaching process
by allowing for greater levels
of interest,
inquiry, analysis,
collaboration, creativity and
content production.
(TEA, 2006, p. 18)

Assist schools in interpreting

student formative data to
Assessment: Our education
develop supporting lessons
system at all levels will
that incorporate the use of
leverage the power of
technology and demonstrate
technology to measure
what matters and use
how software applications can
assessment data for
be used to document progress
continuous improvement.
in meeting curriculum and
(USDE, 2010, p. 25)
assessment objective.
(TEA, 2006, p. 20)
Educators: 1. develop new
learning environments that
Teaching: Professional
utilize technology as a flexible
educators will be supported
tool where
individually and in teams by
learning is collaborative,
technology that
connects them to data, content, interactive and
resources, expertise, and
customized for the individual
learning experiences that can
learner and 2. ensure full
empower and inspire them to
integration of appropriate
provide more effective
technology throughout all
teaching for all learners.
curriculum and
(USDE, 2010, p. 39)
instruction.
(TEA, 2006, p. 24)
equitable access to all eInfrastructure: All students
and educators will have access learning technologies through
to a comprehensive
ubiquitous
infrastructure for
broadband resources 24/7 for

El Paso Independent School

Districts Strategic Plan

Students will use the latest

technology in lessons
designed to make students
active, creative,
knowledgeable, and ethical
people in the areas that most
interest them.

Software will be used to

quickly and effectively
evaluate learning gaps and
reteaching opportunities.

Professional development
opportunities will be required
of all teachers in the area of
technology in order to
effectively equip teachers to
engage students in a 21st
century learning environment.

All students and teachers will

have access to technology
such as to the latest peer
reviewed proven graphing
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learning when and where they

need it.
(USDE, 2010, p. 51)

all users.
(TEA, 2006, p. 36)

Productivity: Our education

system at all levels will
redesign processes and
structures to take
advantage of the power of
technology to improve
learning outcomes while
making more
efficient use of time, money,
and staff.
(USDE, 2010, p. 63)

Provide equitable access to

technology tools for students
and teachers, such as student
and teacher workstations,
productivity tools, online
resources, interactive
whiteboards,
projection systems, and
printers.
(TEA, 2006 p. 3)

calculator technology and

funding will be budget for
technology upgrades on an
annual basis.
The classroom environment
and learning process will be
streamlined so that students
and maximize time on task
and attain mastery level
understanding in each
content area.

References
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Bebell, D., O'Connor, K., O'Dwyer, L., & Russell, M. (2003). Examining teacher technology
use: implications for preservice and inservice teacher preparation. Journal of Teacher
Education, 54(4), 297+. Retrieved from
http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA108194321&v
=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=1f4c2bb647b8e3ace9bf4789008f2f3
5

National Council of Teachers of Mathematics. (2014). NCTM. Retrieved from

www.nctm.org/standards
National Governors Association Center for Best Practices & Council of Chief State School
Officers. (2010). Common Core State Standards for Mathematics. Washington, DC:
Authors.
Texas Education Agency. Chapter 111. Subchapter C. (n.d.). Retrieved from
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