And you also were included in Christ when you heard the word of truth, the gospel of your salvation. Having believed, you were marked in Him with a seal, the promised Holy Spirit, who is a deposit guaranteeing our inheritance until the redemption of those who are God's possession—to the praise of His glory.
Ephesians 1:13-14

Friday, December 12, 2014

Featured in the NY Times

Our concerns were featured in the NY Times today.  Thank you Rep. James White for giving me the opportunity to visit with this reporter.  It's the perfect time to receive nationwide attention about our concerns with the implementation of the new math TEKS because the legislature will be back in session in a few weeks.

Wednesday, December 10, 2014

School Board Resolution

Dr. Michael Seabolt, Superintendent of Louise ISD is encouraging School Boards across the state to respond to Texas' crisis in math with Board Resolutions directed to legislative representatives. His attorney's have drawn up a sample resolution, and they are sharing it with you! You can download the sample resolution on my website and ask your school board to submit it to your SBOE member and State Representative.

Tuesday, December 9, 2014

A Small Victory Today

Small victory with math today - the STAAR math test for grades 5 and 8 is being pushed back from March 30 to April 20. Since the test will not determine promotion or retention this year, there is no reason to test early, and this will give them more time to prepare. We are still working on getting the Commissioner to provide some relief to all grades in 3-8 with regard to accountability too.

Thursday, December 4, 2014

Texas Edition and Common Core = 1

Below are one picture of a worksheet from Pearson Envision Math 2.0 for grade 4 Texas edition and one from Pearson Envision Math 2.0 for grade 4 Common Core edition. Mr. David Bradley would like to place the blame for the problems our children are having on district's adopting Common Core curriculum. My district adopted the TEXAS version, at least they thought. Take a look at this Mr. Bradley. I don't think my district is to blame!

Tuesday, December 2, 2014

Holding on to Hope

I wanted to update you on what's been happening in the world of Texas math. 

I spoke to Tom Maynard today, Chair of the SBOE Committee on Instruction. Many of you sent e-mails encouraging him to ask Commissioner Williams to suspend district and teacher accountability for the STAAR Math test in grades 3-8 this year. Thank you. He said he got a lot of e-mails. 

As a result of your efforts, he understands the high level of concern, and he has contacted Commissioner Williams to request the Commissioner provide TEA staff and resources to organize a group of stakeholders made up of one teacher and one parent from each of the 15 SBOE districts. 

He is waiting on Commissioner Williams to get back with him to let him know if he will agree to this. The slight hiccup to this progress is that Greg Abbott has recently been named Governor-elect. As Governor, Mr. Abbott appoints the Commissioner of Education, which means that come January 1st, Commissioner Williams may or may not have a job. The outcome of that decision may affect progress with the stakeholders group. 

The good news is some State Representatives have also heard your concerns and are working toward possible solutions as well. One possible solution suggested is to go directly to the Commissioner's boss, and ask Greg Abbott to suspend the assessment accountability. 

Last Friday, I was given the special opportunity to provide one of our State Reps with a two page narrative describing this need. The representative had gotten one of Abbott's policy advisors to agree to present the narrative to Governor-elect Abbott. I prepared the narrative and sent it to the proper person. I was told I should hear something next week regarding how Abbott reacts when he lays eyes on it. 

I feel like we are holding our breath right now, but really we are holding on to something better - hope.

Monday, December 1, 2014

New Website & Update Coming

Check out my new website!
I have a section on the website called Education, which is dedicated to efforts to advocate for our children and their teachers.  I spoke to several representatives today and am hoping to have a meaningful update to share with you tomorrow regarding the Math TEKS.

You can also check out my website for devotionals. 


Monday, November 24, 2014

Teaching Your Children Compassion

My husband and I have taught third graders in Sunday School for over twelve years.  In many ways, my love for children began in that small room filled with curious kids who weren't afraid to ask questions and never left before hugging my neck.  More than a decade later, I still look forward to teaching them every Sunday.  And over the years, they have taught me as much as I hope that I have taught them.

Over the last few weeks, we have been learning about Joseph.  We watched as God anointed him for a special purpose, we mourned as his brothers jealously mistreated him, we sighed with relief as God provided for him in Egypt, we held our breath as he was falsely accused and suffered in prison, we rejoiced as God redeemed him to a place of high esteem, and this week we marveled as he chose to show compassion to those who hurt him.

We talked a little bit about what compassion meant at the beginning of class.  No one was quite sure.  Mostly the kids described compassion as feeling sorry for someone.  Then we read how Joseph chose to share what he had to feed his brothers when they were hungry, the same ones who threw him in a pit, sold him into slavery, and celebrated in his misery.

After the story, a nine-year old little boy raised his hand with a smile in his eyes, and he said, "Oh, Mrs. Alison, now I see what compassion is…It's doing something that someone needs to show them you love them."

I'm pretty sure a doctorate in theology couldn't have come up with a better answer than that.

Compassion isn't about feeling sorry for someone.  It's about recognizing a need and doing something to meet that need, not because the person deserves it, but because you desire to show them love, God's love.

This Thanksgiving as you gratefully reflect on all your blessings, take this opportunity to also teach your children about compassion.  Talk about it, demonstrate it and pray God will build compassion in them as they grow so their lives are characterized by seeing needs and responding in love.

Here are some activities you can do with your children to help demonstrate compassion…
  1. When you shop for groceries, ask for paper instead of plastic.  Then have your kids decorate the paper bags with colorful artwork or encouraging messages and donate the bags to your local food bank.
  2. Collect last year's coats that are already too small and donate them to your local Salvation Army.  But before you do, have your children draw a picture or write a sweet note.  Fold it up and place it in a pocket of the coat so that someone finds it on a cold day.
  3. When you bake your Thanksgiving pies or cookies, whip up an extra batch and deliver it to a local hotel, where employees often spend holidays working alone.
  4. Gather all those little soaps, lotions and shampoos you've collected at hotels and deliver them to your local women's shelter or homeless shelter.
  5. Take your children shopping to fill a shoebox for Operation Christmas Child (  And when you go, don't buy anything for your children.  Encourage them to pick out things they would like then let them find joy in giving.

Have a wonderful Thanksgiving!  And find me on Facebook 

Saturday, November 22, 2014

State Board Member Illegally Serving

I am definitely not a conspiracist.  In fact, I've been known to light-heartedly tease friends and family for being "Fox News junkies."  But today there is a concern that I think you should be aware of.

Thomas Ratliff is one of the 15 members of the Texas State Board of Education.  He is also a paid lobbyist for Microsoft.  This conflict of interest means that according to Title 2, Subtitle B, Chapter 7 of the Texas Education Code he is illegally holding the seat, but the Texas House of Representatives hasn't taken the proper action to impeach him.

The idea of a paid lobbyist illegally sitting on a government board that makes decisions that impact over 5,000,000 of our children is a little disturbing.  But then you add the fact that Microsoft is one of the two companies that profits the most when a state adopts Common Core State Standards, and that sounds like a recipe for disaster.

Bill Gate's Microsoft and Pearson (the country's leading textbook publishing and education testing company), spent over $170million working with the U.S. Department of Education to develop the Common Core State Standards and now both companies are raking in the profits as they market their education technology and products, which they say are essential to success under these standards.  (Source:

Texas hasn't adopted Common Core, but school districts across the state are purchasing Common Core-based curriculum and technology to instruct students on these new TEKS because the two sets of standards have such strong overlap.

During my research on Texas' new Math TEKS, I have heard from teachers and parents who like the TEKS and feel the rigor and abstract processes will lead to higher level thinking skills.  I have also heard from teachers and parents who believe the standards are fuzzy and developmentally inappropriate.  But no matter what side of that line you fall, everyone I talk to says they were implemented too quickly, leaving too many learning and instruction gaps.  And leaving our children and teachers in a painful struggle to catch up.

So did Mr. Ratliff or someone like him have something to do with this abrupt shift in Math TEKS?  It certainly profits Microsoft for Texas to take a giant leap to align with Common Core State Standards because then their many CCSS based products can be marketed all across our great state.

It's a question that I'm asking, not because a good conspiracy gets my heart pumping, but because I want the first priority of every member of the Texas State Board of Education to be my children.

I e-mailed my State Representative to let them know I don't like the conflict of interest created by a Microsoft lobbyist illegally holding a seat on the state board.  You may want to let your State Rep know too.

If you would like to get updates via Facebook, like my page at

Like Promised on Facebook

Many of you have asked about a Facebook page.  I know social media is a great way to stay updated so I created a Facebook page that will help you stay connected to my blog.  Like my page to get the updates.

Friday, November 21, 2014

Sample E-mails

Here are two sample e-mails that you may use ideas from or even copy and paste from to send your messages to our our SBOE members.

Sample E-mail to Tom Maynard:
Mr. Tom Maynard,
 First I would like to thank you so much for your time and willingness to listen tentatively to the testimonies yesterday. I feel very confident today that you see the problems that these new TEKS have presented. As I watched you listen and ask questions to clarify this case I know you truly want to do the best for our children. I am writing to you as well to I urge you to now recommend that Commissioner Williams suspend district accountability for STAAR Math Test in grades 3-8 for 2015.  By removing the impact the STAAR Math will have on districts' and schools' rating, we may be able to reduce some of the stress felt by administrators, which can trickle down to teachers and ultimately down to the students. I have no agenda except to be the voice of these struggling children. Please help us open the ears of those that can make the changes necessary to give these little voices a face!

Mary Russell

Sample E-mail to Barbara Cargill:
Please ask Greg Abbott, the Attorney General, to provide a formal opinion on how closely the new math TEKS align with Common Core standards. Our state needs the assurance that common core hasn't slipped in through the back door. We owe it to our children.
Thank you,
Alison Howell 

Thursday, November 20, 2014

Math- the hot topic in Austin today

Today was surreal.  I almost don't know where to begin.  The State Board of Education Committee on Instruction meeting began at 9am, and it lasted until after 3pm.  The meeting began with an update from TEA letting Board Members know the process by which the TEKS were adopted.  Then began the public testimony.  

Over a dozen parents and educators stood in front of the board and pleaded for their child's future.  The testimonies were touching and the message was consistent - the gaps in the math TEKS this year are best described as the grand canyon and students are plummeting off the cliff emotionally and educationally.  One educator said she feels she is better described this year as a bully than a teacher, intending her students harm as she purposefully races through developmentally inappropriate material.  Another father cried as he explained what homework time looks like at his house every night.

But all those impactful testimonies would be for naught if something isn't changed.  And now is the moment when that change will either happen or our board members will look the other way.  And the change is up to you and me!

Here is what you can do…

First, e-mail Tom Maynard ( and urge him to recommend that Commissioner Williams suspend district accountability for STAAR Math Test in grades 3-8 for 2015.  By removing the impact the STAAR Math will have on districts' and schools' rating, we may be able to reduce some of the stress felt by administrators, which can trickle down to teachers and ultimately down to the students.

Second, e-mail Barbara Cargill ( and urge her to ask the Attorney General, Greg Abbott, to provide a formal opinion on how closely these new Math TEKS align to Common Core.

What's next…

As a result of the meeting today, the Committee on Instruction will be recommending to the full board tomorrow that a Focus Group be formed to continue the discussion of how the gaps created by these new math TEKS are affecting our children and their teachers.  Each SBOE member will be allowed to nominate one teacher and one parent to serve on this group, which will meet with SBOE board members and Commissioner Williams.  I have asked David Bradley to nominate me as the parent in my district.  The group will need to meet quickly, as every day that goes by is a day our children grow more anxious, more frustrated and more desperate for our help.

Wednesday, November 19, 2014

Comic Relief

A little comic relief before the big husband, Lance, forgot his dress shoes so he will be sporting these with his suit tomorrow.

Tuesday, November 18, 2014

From the Mouths of Babes

Tomorrow my husband and I are leaving for Austin with my mom and three close friends, Lindsey Vannett, Kacy Havard and Karen Croft.  We are hoping to see dozens more when we get there who are headed that way for the same reason that we are.

I spent a lot of time preparing for this trip, and I have bathed it in prayer, as I know many of you have too.  During my quiet time yesterday, I spent a few moments just being still and knowing that God is GOD.

He brought to my mind a time this summer when Mackenzie received the opportunity to be on the local news because she was awarded a scholarship from Kohl's for her philanthropic efforts to support children in Haiti.  She told the reporter that she plans to use the scholarship to get a teaching degree from Texas A&M.

I watched the video of the news story about my sweet baby.  It was titled "Fighting a giant at age 8."  In the story she says, "Anybody, any age or any size can do anything."

(If the video below doesn't work, click this link to view the news story)

Anbody any age or any size can do anything - Mackenzie Howell

Her passion for her cause is unquenchable because she believes that.  As an adult, sometimes I look at the giant and feel defeated before the fight even begins.  May I have her faith and her passion in my life too.  Not because I am big, I am strong or I am important.  I am not any of those things.  But because God is big, He is strong and He is important.  All I have to be is obedient.

THANK YOU for your prayers!

If you would like to learn more about Mackenzie's efforts in Haiti, visit our blog or check out her book at

The Cost of Doing Nothing

Thank you to all of you who are e-mailing your concerns to me or directly to your SBOE members.  I have received many and plan to include each one I receive in my presentation materials for the Instruction on Committee Members.

As I prepare for my trip this week, I am researching possible solutions, such as asking the SBOE to test on common TEKS this year and asking them to postpone the second reading and final adoption of the TEKS.  But I have also learned a lot about the cost of doing nothing.  It's something we should all consider.  Expecting our students to perform poorly but ignoring the impact that will have on students and educators is irresponsible.  The impact in the classroom and at home is real.  Some of the negative effects are:
  • ·      Math Anxiety – According to a July 14, 2011 News Release from Texas Instruments titled “Easing your child’s math anxiety”: Math anxious kids aren’t always just ‘stressed out’ or dislike math; many feel they are unable to succeed in mathematics. They may have struggled in the past and are convinced they’ll always have trouble.  In the second six week of the 2014-2015 school year teachers are already expressing their concerns that students are developing a paranoia of math due to the fast paced curriculum with significant instructional gaps brought on by TEKS revisions.  Math anxiety can have real and long lasting effects.  In his article published in the Journal of Cognition and Development, University of Chicago Psychology Professor Sian Beilock recounts these findings from his research: “Early math anxiety may lead to a snowball effect that exerts an increasing cost on math achievement by changing students’ attitudes and motivational approaches towards math, increasing math avoidance, and ultimately reducing math competence,” - See more at:

  • ·      Aggression/DepressionAccording to Victoria Tennant of John Hopkins School of Education, negative stress occurs when a person feels threatened or unable to manage a situation.  By creating intentional gaps that illicit significant challenges in the classroom, children are faced with situations that solicit threatening or out of control feelings.  John Hopkins’ scholars say these feelings lead to impulsive, aggressive behaviors or withdrawal and depression.  Those students who react aggressively will be at risk for violence at home or at school and bullying behaviors.  And according to the American Academy of Child and Adolescent Psychiatry, students who become depressed are also at risk for lethargy and apathy in the classroom, or even worse, thoughts and attempts of suicide.  This cost alarms me even more when I consider that my SBOE member, David Bradley, provided me with information that indicated Singapore math was one resource used for developing these TEKS.  This is not a country we want to follow considering facts presented by the Singapore Democratic Party: 22 percent of Singaporean children aged between 6-12 indicated or entertained thoughts of killing themselves and 17.2 percent of primary-school children in Singapore have symptoms of depression.

  • ·       Decrease in Extracurricular Activities – Struggling students are being pulled out of extracurricular activities that could benefit them socially, physically and creatively either because parents do not feel their children can handle school work and extracurricular activities or because students’ poor performance at school precludes them from being allowed to participate.  According to the National Center for Education Statistics, which is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations, participation in extracurricular activities is key to student success.  This is asserted in the following excerpt from the June 1995 NCES Education Policy Issues series:  Extracurricular activities provide a channel for reinforcing the lessons learned in the classroom, offering students the opportunity to apply academic skills in a real-world context, and are thus considered part of a well-rounded education. Recent research suggests that participation in extracurricular activities may increase students' sense of engagement or attachment to their school, and thereby decrease the likelihood of school failure and dropping out (Lamborn et al, 1992; Finn, 1993).

  • ·      A Breakdown in Parent-Teacher Relationships - Many parents who are upset about the new standards in the classroom unfairly blame teachers for the unreasonable expectations placed on their children causing stress in the parent-teacher relationship.  According to the National Education Association’s article “Research Spotlight on Parental Involvement in Education,” regardless of family income or background good parent-teacher collaboration is key to achieving the following: Earn higher grades and test scores, and enroll in higher-level programs; be promoted, pass their classes, and earn credits; attend school regularly; Have better social skills, show improved behavior, and adapt well to school; Graduate and go on to postsecondary education

  • ·      Financial Burden on Parents – According to the online service,, the average US tutor makes $16.94 per hour.  Students are typically tutored for one to two hours each week, making the financial burden on families between $600 and $1,200 per child per year.  Locally, private math tutors are in high demand.  I pay $20.00 per week to have my child tutored for one hour a week.  Mathnasium, a local learning center to boost math skills boasts record enrollment with a cost of $279 per month per child.  These costly extra resources have become necessary, especially because parents often cannot help their children in math.  The NY Times recognized the trend with this quote in their June 29, 2014 edition,Across the country, parents who once conceded that their homework expertise petered out by high school trigonometry are now feeling helpless when confronted with first-grade work sheets.”  While it may be difficult to fit tutoring into the budget, it is a sacrifice many parents are willing to make.  But what about the families who cannot afford this service?  The 2010 U.S. Census reported there are 3,434,533 families with children under the age of 18 in Texas, and 19.9% of those, or 683,472, are at or below poverty level.  That represents hundreds of thousands of children who most likely have nowhere to turn for extra help.

  • ·      Teacher Turnover – According to the Texas Center for Educational Research, teacher turnover is costly – “the cost estimate is between $3,000 and $4,000 per teacher for most districts, depending on geographic, economic, and community characteristics, as well as ability to pay signing bonuses and stipends for shortage areas. “  Teachers are expressing frustration and stress at unprecedented levels this year.  Cy-Fair TSTA has voiced their concern about the effects these new TEKS are having on teachers and students through social media outlets.  Bill Conway, who serves as a TEA consultant for campus intervention and a private campus coach for several districts in the state says he is hearing frustration from teachers at every campus he goes to.  The costs will be felt both financially and in the classrooms if we loose good teachers because of the stress caused by the rushed implementation of these new TEKS.
If our leaders were told that their children would loose their love for learning, but children behind them will be better in math; that their granddaughter will have to quit the ballet class she loves so she can attend tutoring instead of dance; or that their son will develop a fear of math that he will carry with him for the rest of his life, I imagine that would be an unacceptable cost to them.  As the mother of a bright nine year old who says she used to be smart, but she doesn't know what happened because she can't do math this year, I find those costs unacceptable too.

Thursday, November 6, 2014

Time To Stand Together

Today, I met with State Board of Education Representative, David Bradley.  He agreed that our concerns are real and valid.  He also invited me to make a presentation to the Committee on Instruction in Austin on Thursday, November 20 at 9am in the Travis Building.

He invited you to come too.  He said any parent or educator who had concerns about these new Math TEKS could stand up for their children by attending the committee meeting in Austin on November 20th.

You may support by simply attending to help demonstrate the number of people who have concerns or you may request to make a public comment.  Click on this link to register for a public testimony.

If you just cannot make it to Austin, but you want to do something, e-mail me a statement that expresses the impact the new math TEKS are having in your home or in your classroom.  I will compile the concerns and present them in written form to the committee.  My e-mail address is  Your e-mails do not have to contain scholarly rhetoric or researched statistics, they just need to express the effect these new expectations in math are having on your child.

If you want to do something to help your child who is struggling in math this year, please consider making the trip to Austin.  You really could make a difference.

"Never doubt that a small group of thoughtful, committed citizens can change the world.  Indeed it is the only thing that ever has."  Margaret Mead

Following Singapore

David Bradley sent me the following information: 

In 2011-12 the State Board of Education oversaw the rewriting of math standards.  This process, more than any prior math standards (TEKS) process, brought input from a large pool of math leaders and teachers.  Literally hundreds had input via the internet.  As the groups assembled in Austin to produce these new TEKS they relied upon a number of sources….Singapore math, the current TEKS, etc.  They even looked at Common Core Math Standards.   

 Notice the first source he mentions they used when creating the TEKS was Singapore math.  Take a look at this article about children in Singapore.  IT WILL SCARE YOU TO DEATH!

They believe our children can accomplish these rigorous standards.  Maybe they can, but will this be the cost!

Thursday, October 30, 2014

Keeping My Focus on What Counts

I wanted to thank you all for the positive encouragement you have offered in response to my efforts.  Tonight as I reflect on all the things I have learned and heard this last week, I want to take a deep breath and remember one very important thing.  Why are we asking these questions?  Why are we urging our SBOE representatives and State Legislatives to look into these math TEKS?  I don't ever want to forget the answer to that question.

For me, the answer is a nine year old little girl who loves to dance, hates being called small, and despite her size, can run the mile like a lightening bolt and a two year old little boy whose broad vocabulary, independent spirit, and witty ability to open and empty things keeps me both laughing and turning grey!

While I want to equip myself with the knowledge and understanding needed to have effective conversations with my representatives, I don't want to get caught up in a broken system.  Yes, there are a lot of things wrong with the public school system.  And yes, those problems will not be fixed anytime soon, and they definitely won't be fixed by an insignificant person like me.  But maybe I can make a little difference in one thing.

Maybe I can ask enough questions and demand enough answers to get our leaders to realize that they need to reconsider testing our children on new Math TEKS that they have not reasonably prepared them for.

Or maybe in several years, when the time is right, I will share this experience with that nine year old, who by then will be much older.  And she will know what I meant when I said, "I will always be here for you."  Maybe she will even look to my example and stand up for something she believes in.  If this year she fails every math class, but someday she learns that lesson then I would say it was a victory.

So tonight here are some things I hope you remember…

Stand up for your kids today and you might make a difference in their tomorrow.  But don't talk about your concerns in front of your children.  They already think math is hard; they don't need to know you think it's too hard for them too.  Instead encourage them and help them, especially with their math homework :)  And encourage their teachers.  Be willing to be a team with their teachers and rally your support around your child.

If you do that, you might make a difference in their math grades this year, or better yet you might make a difference that will last a lifetime.

Wednesday, October 29, 2014

Clarity Leads to More Concerns

Today I met with some local school administrators who invited me to visit with them and helped me answer some of the questions that have arisen as a result of my recent research.  They are just as concerned as I am!

In my meeting, I discovered that in the past, the first year that changes to the TEKS were implemented, the standardized test only covered the TEKS that were common to both the newly revised and previous TEKS.  This year because the changes in Math TEKS in grades 3-8 were so drastic, there is not sufficient common standards to build a math test on; therefore, our children will be tested solely on the newly revised TEKS.

So my question this evening is why the huge and sudden revisions to the math TEKS?

The SBOE says that the TEKS were written based on College and Career Readiness Standards (CCRS).  Those standards have been in effect since 2008.  The previous TEKS were revised in 2009 to meet CCRS guidelines.  Nothing has changed in the CCRS guidelines so why the drastic changes in the TEKS?

Is the answer found in the Common Core State Standards?

Renaissance Learning produces educational products nationwide.  They created charts that bridge the TEKS to Common Core State Standards so that educators in Texas can utilize their products.  The chart shows the staggering relationship between the 2012 revised Math TEKS and the Common Core State Standards.  Take the 3rd Grade chart for example.  Of the 192 math TEK subparts, Renaissance Learning found 172 have direct correlation to Common Core State Standards.

Robert Kaplinsky of Glenrock Consulting also noticed the correlation between math TEKS and Common Core.  He works primarily as a specialist helping teachers implement the Common Core State Standards.  After being invited to present in Texas, he set out to create an "objective comparison between the two sets of standards."  In this article , Mr. Kaplinsky reports his findings.  He says, "I was surprised to see such a strong correlation between the two sets of standards.  The CCSS and TEKS have much in common as to how students should demonstrate their mathematical understanding. "

Whether you are a supporter of Common Core or not, these findings are problematic based on House Bill 462, which explicitly "prohibits the State Board of Education (SBOE) from adopting Common Core State Standards." (Read HB 462 at )

So is a rose by any other name still a rose?

And did the SBOE make this drastic change to the TEKS because they were trying to align them more closely to Common Core State Standards?  And if that was the case, then why?

These are questions I am hoping to find answers to.  Maybe it will lead me to an answer to my main question.  One that I have asked before…

Did anyone consider what the gap in these new TEKS would do to children like mine who are being tested in the classroom and on the STAAR test using standards that the SBOE is fully aware they haven't prepared them for?

Monday, October 27, 2014

Homework Help

This question was on my daughter's math paper today

The elevator in Mr. Schilling's office has a Maximum Capacity of 700 pounds.  Mr. Schilling weighs 205 pounds, his boss weighs 225 pounds, and the custodian weighs 145 pounds.  The custodian wants to move a filing cabinet with a weight of 185 pounds.  Mr. Schilling rounds each weight to the nearest 100 pounds to estimate the total.  Is it safe for the three people and the filing cabinet to ride in the elevator together?

A. Yes, because the total rounded weight is exactly 700 pounds.
B. No, because the total rounded weight is greater than 700 pounds.
C. No, because some weights were rounded down, so the estimate is lower than the actual weight.
D. Yes, because some weights were rounded up, so the estimate is higher than the actual weight.

I sent the question to Mr. Bradley because I want our leaders to get a real example of what our children are facing.  I don't know the answer.  I wonder if he does?

*I should add my husband who is a Mechanical Engineer and my dad who is a Safety Expert said no answer is right because you should never round with safety issues!  It's a ridiculous question that would never be allowed in the real world!

Saturday, October 25, 2014

Meeting with David Bradley

Mr. Bradley invited me to meet with him in person the week of November 10th to propose a solution that might provide relief to our precious children and hardworking teachers prior to the next SBOE meeting on November 19th.

I am very grateful that he has recognized there is a problem and is willing to work with parents toward a possible solution.    Nevertheless, I recognize the problem isn't fixed yet.  Please continue to e-mail him and let him know the impact these difficult math TEKS are having on your children.  You don't have to have researched ideas; he just needs to know how you feel.  The more of you that voice your concern to him, the more he will understand the problem and be willing to represent a solution to the SBOE.

Friday, October 24, 2014

Fighting for My Children

I have talked to several of you this year who are very upset about the math standards that the state is expecting of our kids.  Below is my correspondence with State Board of Education  (SBOE) representative, David Bradley and an administrator who served on the TEKS review committee.  Please take the time to read it.  And please join me in voicing your concern to your state representatives. (I will list contact information for pertinent state representatives in the comments section of this post).  It's a fight worth fighting for!
From: Alison [] 
Sent: Thursday, October 23, 2014 11:22 PM
TEKS Review Committee,
I am contacting you because I am very concerned about the new math TEKS being implemented in our state this school year.  Tonight in my research, I discovered that you served as a reviewer in the creation of the TEKS.  Earlier this week, I sent the following e-mail to David Bradley, my SBOE representative.  Every teacher I have spoken with thinks these TEKS are developmentally inappropriate.  I was wondering what information you had available to you that made you think otherwise?  Thank you.
Mr. Bradley,
I am the mother of a third grader at Langham Elementary in Nederland, Texas.  I am writing you because I am very concerned about the new math TEKS being implemented in our state this school year.  My daughter loves to learn, she is a bright honor-roll student, and she enjoys school.  Is the state trying to change that?  Given the new mathematic TEKS, I feel certain that will be their result.
I reviewed the October 2011 revisions to the curriculum, and I believe we are expecting too much of our children.  I understand increasing rigor and encouraging college readiness, but as the mother of two small children I also know what breaking a child's spirit is.  That, Mr. Bradley, is what I am sure these TEKS will do.
I know that the SBOE had experts review the Final Recommendation for the TEKS.  I reviewed the experts.  Here is what I found; collectively I found NO experience in the elementary classroom.  Take for example the electronic resume of the distinguished Dr. Richard A Askey.
University of Wisconsin-Madison, Professor Emeritus 2003-present
University of Wisconsin-Madison, John Bascom Professor of Mathematics 1995-2003
University of Wisconsin-Madison, Gabor Szegö Professor of Mathematics, 1986-1995
University of Wisconsin-Madison, Professor of Mathematics, 1968-1986
University of Wisconsin-Madison, Associate Professor of Mathematics, 1965-1968
University of Wisconsin-Madison, Assistant Professor of Mathematics, 1963-1965
University of Chicago, Instructor, 1961-1963
Washington University, Instructor, 1958-1961
Is this what the SBOE considers an expert in understanding what my third grader can accomplish in math?  Where was the input from the elementary teachers?  You know, the ones who have dedicated their lives at the expense of a higher paying job to invest sweat and tears into our children?  The ones who spend hours finding ways to talk to their students because they know their names, their learning styles, and their potential?  
Last month when asked about new math standards the Dallas News cited Oswaldo Alvarenga, Dallas Exeuctive Director for STEM Instruction as saying, "“The students will be exposed to what they need to know. Will the timelines be met? Yes.  How deep an understanding will students have? That is a great question."
This image created by curriculum experts from Richardson ISD shows the drastic changes in math curriculum this year that the state expects our students to know.  No wonder educators across the state have questions.

Its the third week of the six weeks grading period, Mr. Bradley, and I hate to be the bearer of bad news.  But I think I know the answer to Mr. Alvarenga's question.  The answer is students will understand that math is hard, maybe too hard for them.  Some will develop a fear and decide not trying is better than trying and failing.  Some will be punished at home for grades that really did reflect their best because their parents don't understand how difficult these new expectations really are.  Some will be pulled out of extra-curricular activities that would have helped them develop physically, creatively and socially.  
This is Mackenzie Howell, my daughter.  

This year her wonderful teacher and I will fight to keep her from being one of those children whose spirits are broken because politicians cared more about their pocketbook than their children.  Please encourage the SBOE to listen to teachers and stop letting money do the talking.  The price is too high.
Alison Howell

On Oct 24, 2014, at 8:48 AM, a TEKS review member replied thanking me for reaching out, acknowledging the difficulty of gap in knowledge students are facing and explaining that the standards were based on research in math education and standards in other states.

David Bradley e-mailed the Review Committee member and copied me.  He thanked the Review Committee member for responding to me and said he agreed with the committee member's statements.

I responded to the Committee Member and Mr. Bradley with the following, which includes a quote from the Committee Member's previous e-mail to me...

Thank you for your time and response.  One additional question, that I would very much appreciate your input on.

As you acknowledged "Most of the issues we are experiencing now are happening because students have gaps in their knowledge. Meaning, a student like your daughter wasn’t taught the prerequisite skills she needs now when she was a second grader. So, as a third grader, she “skipped” some content." 

As I become more enlightened as to the issues, I think your above comment perhaps even more accurately describes the problem.  Did anyone consider what that will do to our children?  As I am sure you are aware, our children's education revolves around and leads up to the STAAR, which tests them on these new TEKS.  Their curriculum, which includes Motivation Math, Measuring Up, Lone Star worksheets, Think Through Math, and Pearson textbooks are all designed to prepare them.  Since you are aware of the gap in knowledge, I bet you don't have to wonder how my daughter is doing in math right now.  She has a 95 or above in every subject, except math.  That she is failing.  Would you like to know what she did this morning before school?  She threw up because she has a math test today.  It's a test we spent hours preparing for.  I am also paying a private tutor.  While fitting a tutor in the budget is difficult, what is even worse is seeing her broken.  Her teacher's heart is breaking for her students too, many many of which are having trouble.  But she has been told what to teach so there is nothing she can do about it.

And unfortunately the stress doesn't end with the grade book.  Since the school administrators know student scores will be a reflection on them, they create an environment at school that keeps success on STAAR at the forefront of everyone's mind.  STAAR pep rallies, allSTAAR awards, and I could go on.  But this year, my daughter has been set up for failure.  She hasn't received the foundation she needs to succeed.

Sure, it may "even out" sometime as you say.  Or maybe your research will be proven wrong, and the psychologists that say children cannot think abstractly until at least age 12 will be proven right.  Even worse, I worry my daughter and other students in her grade level will never even out.  We all know math knowledge has to be built upon.  In her paper Success at Math Dr. Jean Marie Linhart says it simply but accurately, "You can't skip one part and still be able to do the rest. Later material depends on earlier material."

Either way, since there was no transition to the new TEKS, this year my daughter and thousands of children like her will struggle.  Yes we can overlook poor grades or low STAAR results and say it will even out, but beyond those numbers are children.  Children like mine who want to please, who want to succeed.

So I told you I had one question.  Here it is, "Did anyone consider what this gap would do to children like mine who are being tested in the classroom and on the STAAR test using standards that you all know you haven't prepared them for?"

I look forward to your input.

The committee member responded with specific ways I could encourage my child and help her.  Her teacher and principal have already provided me with that.  I am looking for systematic change.  As a result, I -emailed the following to David Bradley...

On Oct 24, 2014, at 10:20 AM, Alison <> wrote:

Thank you so much for your time Mr. Yoes.  I know you are busy, and I appreciate you taking the time to respond to me.

Mr. Bradley, I respect Mr. Yoes and his position as an educator.  However, as my SBOE representative systematic changes are up to you.  What is your plan to address my concerns and what I believe will be the expressed concern of many others as I make efforts to educate them on what our children are facing this year?  I would welcome e-mail correspondence or the opportunity to meet with you in person.

Mr. Bradley responded to me to tell me that I have been effective, but he doesn't know when the TEKS will be considered again.  He thanked me for sharing my concerns, and I believe he hoped I would let the matter rest.

Subject: RE: Math TEKS
Date: Fri, 24 Oct 2014 11:06:51 -0500

I think you are mistaken.  It's never too late to take a stand, and I care too much about my children to give up that easily

In this letter dated May 1, 2014, Commissioner Williams states, "Texas Education Agency (TEA) staff are currently working on a plan for assessing grades 3–8 mathematics in spring 2015."

Please advise me about this process.  Who will be involved and how can I ensure the voices of parents like me are heard?