Red Rocks Community College Construction Technology Technical Education Pathways Project – Integrating math standards with real-world applications NSF DUE

Educational Goals “The Project’s overriding goal is to build a partnership with construction industry, high schools, and workforce development agencies to: Foster increased interest in construction careers Define and improve the education and training pathways to success in those careers To provide support to those who choose to learn and teach along those pathways.” The goals of the Technical Education Pathways Project and RRCC:

Program Highlights RRCC is currently partnered with 13 Colorado and 1 California high schools for the 2005/06 school year –Geometry Principles (Math) –Introduction to Construction (CTE) –Alternative Energy (CTE/Science) Curriculum based on state content standards Courses are part of the Construction Academy program, with curriculum developed via the Technical Education Pathways Project (TEPP) Partially funded by the National Science Foundation to increase academic core competencies through the integration of technical education and academic curriculum in the classroom

Increasing Core Competencies Improve the academic preparation of high school students with real-world technical applications of mathematics Review academic and technical curriculum to define joint learning objectives, course sequence and articulation requirements Provide professional development activities to achieve these competencies

Academic Integration With Technical Education The GOAL is to improve the skill adaptability of the student – integrating the real-world application of scientific, mathematics and communication content taught in the classroom with mentored workplace internships and apprenticeships

Mathematics in Colorado The percentage of students meeting math standards has declined on the Colorado Student Assessment Program in the higher grade levels Source: Colorado Department of Education

Increased Math Requirements Colorado Commission on Higher Education (CCHE): Revised requirements for admission to a state 4 year college and university include – High School Class of 2008 – 3 years of math (Algebra 1 or higher) High School Class of 2010 – 4 years of math (Algebra 1 or higher)

Schools with Strong Math Gains Common Factors for schools with strong math gains: –Math teachers knew the math standards and the math content –Math lessons in textbooks were supplemented with practical activities –Teachers focused on student outcomes rather than just on the math lesson –Teachers asked students questions and made adjustments based on feedback Source: Colorado Department of Education – “The State’s Prime Numbers”

Geometry Principles – Jefferson County Math Performance Matrix Source: RRCC – Technical Education Pathways Project Standard #4 Introduce Develop

Lesson Example – Unit 6 Truss

Lesson Example – Unit 6

Pathway Algebra Principles – high school Geometry Principles – high school Introduction to Construction – dual credit with community college Alternative Energy – dual credit with community college Work, apprenticeship, community college, university

What the Students are Saying... “As a student who has struggled with math, this is the first math class that has ever interested me. The subject matter is more realistic, and the work is more hands on.” “This class has actually made me realize what I would like to do as a college student and for a career.”

Math Students in Action

What the Students are Saying... “This class puts math into real situations that are useful. Regular math seems useless compared to this.” “The field trips make it more fun and interesting.” “I like this class because the work is realistic stuff that we use in real life after we graduate. It is actual job preparation.”

Math Students in Action

“The material is easier to understand and is more realistic than traditional geometry class.” “The class is challenging but fun.” “This class helps for students who aren’t strong at math and helps them better understand it.” What the Students are Saying...

Math Students in Action

“In this class I have approximately three or four students (mainly female) that have shown a considerable change in attitude about math. This by far has been the most exciting class I have been a part of in my 7 years of teaching math. The hands-on approach has a large effect on class participation, which in turn leads to no classroom management problems, everyone is busy!” Jefferson County Schools – Geometry Principles Teacher What the Teachers are Saying...

Math Students in Action

What the Teachers are Saying... “The attendance of this class is well above the rest of my classes, approximately 98%.” “So far, every lesson has just invigorated me to teach the next lesson better. To a student, every student said that they not only would recommend this class to a friend but have already done so. Next year I have two sections because the word is getting out that math can be fun and interesting!” Jefferson County Schools – Geometry Principles Teacher

Math Students in Action

What Industry is Saying... “We like to have kids out here so they can see how many different types of careers there are in construction.” “Construction is desperate for younger workers.” “OK, I get it…!” Construction Academy industry partners

Math Students in Action

Red Rocks Community College Construction Technology Technical Education Pathways Project – Integrating math standards with real-world applications NSF DUE