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CMP and 8 th Grade Algebra Credit Promising Practices in Denver Public Schools Cathy Martin, Director of Mathematics Jodi Holzman, Mathematics Coordinator

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Denver Public Schools – Promising Practices Overview Evolution of Connected Mathematics as 8 th Grade Algebra Tools to Support Algebra Instruction District-wide Processes for Determining and Recording Algebra Credit in 8 th Grade Lessons Learned/Next Steps

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Denver Public Schools – Promising Practices Evolution of Algebra in 8 th Grade Algebra in 8 th grade before Connected Mathematics District-wide implementation of Connected Mathematics (middle school) and Cognitive Tutor Algebra or Interactive Mathematics as 9 th grade algebra

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Denver Public Schools – Promising Practices Tools to Support Algebra Instruction Status of Class (Big Ideas) for Cognitive Tutor Algebra—Spring 2004 Algebra Skills and Procedures in Connected Mathematics—Spring 2004 Status of Class (Big Ideas) for Connected Mathematics (7 th and 8 th )—Summer 2004 Pacing and Planning Guide for Connected Mathematics (8 th )—Summer 2004

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Denver Public Schools – Promising Practices Tools to Support Algebra Instruction With a table partner, examine Status of the Class documents (Cognitive Tutor Algebra—green; 7 th CMP—orchid; 8 th CMP--blue). How do the Algebra Big Ideas link to those in CMP? Algebra Skills and Procedures in CMP (yellow) and the Pacing and Planning Guide (8 th —tan). How do these documents support teachers in purposeful Algebra instruction?

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Denver Public Schools – Promising Practices District-wide Processes for Determining Algebra Credit in 8 th Grade District Algebra test administered in all middle schools--the first week of May Quadrant-based Scoring Conferences-- second week of May Established criteria for determining Algebra credit in 8 th grade

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Denver Public Schools – Promising Practices 8 th Grade Algebra Scoring Conference A total of 41 middle school teachers and 21 high school teachers participated in the four quadrants across the district. The secondary math specialist from each quadrant facilitated the process in each location.

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Denver Public Schools – Promising Practices Examining the Rubric and Anchor Papers Examine the rubrics (generic—white and specific—orange) and anchor papers for Question #15 to understand how each anchor paper was scored. Discuss as table group.

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Denver Public Schools – Promising Practices Coming to Agreement 1.Privately, score student paper #1 using the rubrics. Record the score. 2.With your table group, discuss scoring and come to agreement on the score the student should receive.

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Denver Public Schools – Promising Practices Scoring Process For student papers #2 and #3: Each table member records his/her score on a post-it note attached to the paper and folds the post-it note to cover score. Place paper in front of another scorer who also scores the problem. After scoring, the second person checks for agreement. If the two scores are the same, remove the post-it note and record the score on the paper. If the scores are different, discuss the difference and come to agreement; record the score on the paper.

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Denver Public Schools – Promising Practices Algebra Credit Decision After scoring the Algebra Test, consider the following in making your recommendation regarding whether or not to award Algebra credit to the student: Results of the Algebra Test Mastery of the Algebra Big Ideas Successful completion of all CMP Algebra units

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Denver Public Schools – Promising Practices District-wide Processes for Recording Algebra Credit in 8 th Grade Following the determination of Algebra credit, middle schools enroll students receiving Algebra credit in a new course: 8 th Grade Algebra/CMP. This course code is used to communicate with high schools that students have earned Algebra credit in 8 th grade.

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Denver Public Schools – Promising Practices Lessons Learned/Next Steps Importance of scoring conference and collaboration of middle school and high school teachers

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Denver Public Schools – Promising Practices Comment on Collaboration “I was particularly excited about the comments that the high school folks made regarding the high performance of many students at the middle school. This reflects the great effort that our middle school teachers are making in favor of our students' education. Also, I think that the 8th grade folks developed a clear appreciation for the high school teachers’ high expectations in algebra.”

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Denver Public Schools – Promising Practices Lessons Learned/Next Steps Importance of ongoing communication with 8 th grade mathematics teachers regarding Algebra Big Ideas Importance of collecting and analyzing data on Algebra test results from both 8 th and 9 th grade students

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