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**2011-2012 Roosevelt High School A Construction/Geometry Course Model**

Minneapolis Public School’s CTE Program Wendie Palazzo Godfrey Edafereirhi Mike Lindstrom EdD

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**Year 1 Model (2011-2012): 1 math teacher + 1 construction teacher**

2 hour block of time each day for a year 1 section of students Common planning time Both teachers are present for all of class time (a traditional “team-taught” approach) NRCCTE Math-in-CTE model

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**NRCCTE Math-in-CTE Model: Pairs Math and CTE Teachers – 10 Days PD**

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****NRC CTE 7 Step Lesson Plan**

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**Find the Math Embedded in CTE**

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**Develop the Math/CTE Lesson**

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**Review the Traditional Mathematics**

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**Deliver the Lesson; Debrief and Revise (Randy Naughton – Math; Brian Nutter – Construction)**

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**A Solid Connection to the MN and CCSS for Math: www.scimathmn/stemtc**

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**Frameworks for Delivering the CCSS & MN Math and Science Standards: The Parts…**

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**2011-2012 (Year 1) Academic Performance in Mathematics (Geometry):**

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Course Demographics

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**Demographics (continued)**

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**MAP Test Given Measures of Academic Progress (by NWEA)**

Computer Adaptive Fall, Winter and Spring Math Level and Growth Math Strands: Algebra Geometry Statistics Combined Score

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**MAP Math National Growth Tables (2005)**

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**Fall to Spring MAP Math Overall Growth**

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**Fall to Spring MAP Math Geometry Strand Growth**

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**Overall MAP Math Growth (Fall to Spring) of the Implementation Year**

14 of 18 students exceeded their growth target 1 student exactly met their growth target 3 of 18 students fell short of their growth target 15 of 18 students (83%) either met or exceeded their personal growth target in mathematics; The national average is 50% meeting/exceeding their growth targets… 15 of 18 students (83%) exceeded typical national growth expectations for 10th graders (56% significantly exceeded those numbers) 5 students dropped (performance unknown)

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Cautious Optimism… From the NWEA website: “Classes in which 50% or more students have positive growth indices, show above average growth in relation to the norm group.” The margin of error for MAP is typically +/- 3% An extremely small percentage of classrooms nationally will have 83% of students meeting/exceeding growth targets This class at Roosevelt was demographically a much more “at risk” group than the national average Typically new programs score lower in their first year as “bugs” are worked out of the system

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**MPS CTE A Continuous Improvement Model:**

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**Year 2 Model (2012-2013): 1 math teacher + 1 construction teacher**

2 one-hour blocks of time each day for a year 2 sections of students (some of the same students, but different hours) Common planning time Only one teacher present during each of the class times NRCCTE Math-in-CTE model continues

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**Improvement Options Under Consideration:**

Binder logos, shirts, signs to create program branding and increase marketing Increase common planning time (currently before or after school) Increase emphasis on daily formative assessment Explore partnership certifications with Dunwoody Technical College Restructure the 2-hour block to improve access to other electives

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**Additional Resources Recommended:**

CNC router added: should be a great additional tool to demonstrate geometry applications CAD training for both CTE and Math teacher to accompany CNC router Student binders to assist in student organization 2 Computers to integrate with CNC router

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****The next Phase: Year Three (2013) - Content on Demand**

Math-in-CTE alumni brought back for 7 days of PD and continued lesson development All lesson plans and activity files stored and shared via Google Drive Videos of critical demonstrations are being created Max target video length of 5 minutes Software: Snag-It for Mac or PC applications Explain Everything for iPad iPads provided for capturing math lessons Dedicated district video server – V-Brick, makes content available 24/7 both inside and outside of district

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**STEM 1.0 - The First Step… Quality, Standards-based Courses in All 4 Areas**

Lindstrom, 2009

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**STEM 2.0 - The Ultimate Goal… Integrated STEM for ALL Students**

Lindstrom, 2009

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**Questions and Contacts**

Wendie Palazzo – MPS CTE Director Godfrey Edaferierhi – MPS CTE Mike Lindstrom, Ed.D. – MPS Consultant

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****Why Content on Demand? Dan Brown’s Open Letter to Educators on YouTube**

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****Why do we need Math in CTE?**

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**Math Humor…

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**Math Humor…

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**Math Humor…

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**Math Humor…

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**Math Humor…

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