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.