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Connecticut Algebra One for All Model Curriculum

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Algebra One for All Model Curriculum Introduction Presented by the Connecticut State Department of Education – PowerPoint PPT presentation

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Title: Connecticut Algebra One for All Model Curriculum


1
Connecticut Algebra One for All Model Curriculum
  • Introduction
  • Presented by the
  • Connecticut State Department of Education

2
Background
  • Secondary School Redesign
  • Engagement
  • 21st Century Skills
  • Rigor
  • Models for Curriculum
  • Algebra One for All is the First Model Curriculum

3
Focus on Engagement
  • Relevant, interesting and meaningful learning
    opportunities
  • Supportive environments that address students
    needs at appropriate levels
  • Connected school structures and programs to help
    students feel part of the community

4
Focus on 21st Century Learning
  • Locate, analyze, interpret and communicate
    information in a variety of media and formats
  • Solve problems creatively and logically
  • Collaborate with others face-to-face and via
    technology tools
  • Demonstrate leadership skills, habits of personal
    and social responsibility, and adaptability to
    change
  • Effective use of technology tools

5
Focus on Rigorous Content
  • Content provides solid foundation for continued
    education or the workforce
  • Learning activities require higher-order
    thinking, deep understanding of important ideas
    and critical self-reflection
  • Emphasis on application of knowledge and skills,
    rather than rote memorization

6
Why Model Curriculum?
  • CT has one of the largest achievement gaps
  • 30 to 40 of students in some urban high school
    never earn a diploma
  • Only one-fourth of CTs ninth graders who go on
    to college ever complete their bachelors degree
    program, even after six years
  • CTs colleges providing remedial instruction to
    an alarming number of incoming freshman
    sometimes more than 40 of new students. Why?
  • http//www.youtube.com/watch?vJXUwXMl-R-4

7
Typical Algebra I Course
  • Covers materials a mile wide and an inch deep
  • Comprises a disconnected set of skills and
    procedures
  • Not focused on the deep understanding of a few
    key big ideas and how they are used in more
    challenging mathematics and science courses
  • Taught with limited use of technology
  • Engages far too few students with learning
    activities that are based on real world examples

8
New CT Algebra One for All
  • Incorporates concepts of 21st Century, Rigor, and
    Engagement
  • Aligns with national research-based Big Ideas
    and standards for the teaching and learning of
    mathematics
  • Supports the essential content of algebra that
    will lead to the development of mathematical
    understandings necessary for postsecondary
    education
  • Consists of learning strategies to engage all
    students
  • Includes a variety of assessment strategies
    formative, summative by unit, project-based, and
    end-of-course

9
Algebra One for All Curriculum
  • Overarching Guidance for the Course
  • Seven Units
  • Culminating Experience Two End-of-Course Project
    Models

10
Overarching Course Guidance
  • Guiding Principles
  • Enduring Understandings
  • Standards
  • Course-level Expectations
  • Pacing by Unit
  • Unit Storylines
  • End-of-Course Test

11
Content of Units
  • Overview with essential questions
    understandings
  • Pacing guide
  • Course level expectations
  • Assessment strategies
  • Summary of suggested investigations (lessons)
  • End-of-unit test, and often a mid-unit test
  • Performance task
  • Vocabulary, technology, materials, resources, and
    bibliography

12
Model Investigations (Lessons)
  • Two per unit
  • Course level expectations
  • Overview for the investigation
  • Assessment activities
  • Investigation launch and closure
  • Items important to note
  • Learning strategies, including activities and
    differentiated instruction
  • Resources and homework suggestions
  • Post-lesson reflections
  • Student and teacher hand-outs

13
Culminating ExperienceModel Projects
  • Two end-of-course projects, either of which might
    be used
  • Each project has all the same support materials
    as the model investigations
  • Each project provides an opportunity for students
    to extend and apply skills and concepts learned
    in the course

14
Rich Contexts Examples of Some Student
Investigations
  • Three-Dimensional Bridges
  • Hydrocarbons
  • Presidential Elections
  • Global Warming
  • World Population Growth and Food Production
  • Forensic Anthropology
  • Financial Decision Making
  • Bacteria Exponential Growth
  • Charitable Giving
  • Design of a Community Park
  • Break Even Point for Fund Raising and Business
    Enterprise
  • iPOD Capacity
  • Recycyling

15
Curriculum Initiative Partners
  • CT Academy for Education in Mathematics, Science
    Technology, Inc. Facilitator
  • Association of Teachers of Mathematics in
    Connecticut (ATOMIC)
  • Connecticut Council of Leaders of Mathematics
    (CCLM)
  • Mathematics Basic Skills Council of Connecticut
    (MBSCC)
  • Mathematical Association of Two-Year Colleges of
    CT (MatyCONN)
  • Project to Increase Mastery of Mathematics and
    Science (PIMMS)

16
Steering Committee
  • Ray McGivney, Ph.D., professor of mathematics at
    the University of Hartford (co-director)
  • Betsy Carter, Director of Mathematics, K-12 for
    Hamden Public Schools - (co-director)
  • Steve Leinwand, Principal research scientist at
    the American Institutes for Research in
    Washington, D.C
  • Robert Rosenbaum, Ph.D., The University Professor
    of Mathematics and Sciences at Wesleyan
    University
  • Frank Corbo, Coordinator of Mathematics Westport
    Public Schools
  • Terri Clark, Executive Vice President, COO CT
    Academy for Education, (Facilitator)

17
Curriculum Developers
  • Mathematics faculty from CT community colleges
  • Mathematics faculty from CT State University
    System institutions
  • K-12 mathematics administrators
  • High school algebra teachers
  • Middle school mathematics coordinator

18
Curriculum Review Process
  • Two rounds of external review
  • Three rounds of internal review by the CSDE
  • External reviewers included
  • Higher Education
  • Mathematics, Engineering, and Science Faculty and
    administrators
  • K-12
  • Teachers
  • Administrators
  • Other
  • Math Professional Development Consultants,
    businesses, the CEA, and non-profit organizations

19
Marketing Strategy
  • Parallel elements that engage educators and
    student, parent and community segments of public
    education
  • Create demand for the CT Algebra One for All
    curriculum by students and families
  • Create expectations within the community-at-large
    that the curriculum will be available to all
    students and
  • Create interest within every school district to
    prepare teachers and offer the CT Algebra One for
    All curriculum to every student as part of its
    high school graduation requirements.

20
Marketing Outreach Plan
  • PreK-20 educational leaders, administrators,
    teachers and professional development
    organizations
  • Deliver through professional development
    activities
  • Students, parents and community-at-large
  • Reach through groups and organizations that
    already have existing connections with the
    audiences
  • For exampleparent teacher organizations student
    councils after school groups community, social
    and ethnic-specific organizations local business
    outlets public libraries retiree organizations
    and religious conduits.

21
Curriculum Implementation - Steps
  • CSDE will pilot in 10 to 15 districts
  • Share with teachers and program administrators
  • Share the rationale for the change with parents
    and the community
  • Encourage teachers and administrators to
    establish CT community of learners working to
    implement the course
  • Plan now for the purchase of resources, which at
    a minimum includes graphing calculators for all
    students

22
More Steps Multi-year Plan
  • Initial orientation to curriculum philosophy,
    content, instructional strategies, assessment
    strategies, and support materials including
    technology
  • Time for teachers to identify needs and establish
    focus areas and a timeline for professional
    development
  • Time to work with external resources to support
    the focus areas
  • Establish a school-based professional learning
    community with time for teachers to share student
    work, create common assessments, collaboratively
    plan lessons, and personalize the curriculum.
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