Connecticut Algebra One for All Model Curriculum

Introduction

Presented by the Connecticut State Department of Education

Background

Secondary School Redesign Engagement 21st Century Skills Rigor

Models for Curriculum

Algebra One for All is the First Model Curriculum

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

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

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

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?

http://www.youtube.com/watch?v=JXUwXMl-R-4

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

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

Algebra One for All Curriculum

Overarching Guidance for the Course

Seven Units

Culminating Experience: Two End-of-Course Project Models

Overarching Course Guidance

Guiding Principles

Enduring Understandings

Standards

Course-level Expectations

Pacing by Unit

Unit Storylines

End-of-Course Test

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

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

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

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

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)

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)

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

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

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.

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

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

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.