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

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Presentation on theme: "Connecticut Algebra One for All Model Curriculum Introduction Presented by the Connecticut State Department of Education."— Presentation transcript:

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

2 Background  Secondary School Redesign Engagement 21 st 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 21 st 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 CT’s ninth graders who go on to college ever complete their bachelor’s degree program, even after six years  CT’s colleges providing remedial instruction to an alarming number of incoming freshman – sometimes more than 40% of new students. Why? 

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 21 st 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 Experience Model 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 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 example:parent teacher organizations; student councils; after school groups; community, social and ethnic-specific organizations; local business outlets; public libraries; retiree organizations; and religious conduits. Marketing Outreach Plan

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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