Connecticut Algebra One for All

Tier One Professional DevelopmentPresented 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

Purpose

This curriculum will:

Guide all Connecticut schools;

Provide competencies for all students;

Provide relevant assessments; and

Be the standard for future curriculum.

Project Deliverables

Rigorous and engaging CT Algebra I Curriculum

specific learning expectations with examples

instructional units with 3 or 4 model lessons

variety of model assessments, including capstone

ethnically sensitive, 21st Century skills and infuse technology throughout

Tier 1 professional development model to support transition to the model Algebra I curriculum

Marketing strategies to secure parent and community support and advocacy

21st Century Learning

“What students should know and be able to do to learn effectively and live productively in an increasingly digital world…”

Creativity and innovation

Communication and collaboration

Research and information fluency

Critical thinking, problem solving and decision making

Digital citizenship

Technology operations and concepts

Algebra I Model Curriculum

Incorporate concepts of engagement, 21st Century learning and rigor

Align to state and national mathematics standards

Include formative and summative assessments, plus model end of course exam

Provide learning strategies for attracting and engaging diverse populations

Integrate current research about meeting the needs of all students to achieve in mathematics

Algebra One for All Curriculum

Based on The Connecticut Plan and the Connecticut Curriculum Development Guide Eight course units with course-level expectations

Two suggested learning activities per unit

Each unit includes instructional strategies

Each unit culminates with a performance task

Each unit includes both formative and summative assessment strategies

Curriculum includes a Capstone unit

Why Algebra One for All?

CSDE wants secondary education to be more engaging and relevant

Typical Algebra I course: a “mile wide and an inch deep”;

focused on 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; and

serve far too few students with learning activities that are based on real world examples.

Algebra One for All is Different

Rich in learning tools and technology

Provides learning built around real-world contexts, situations and problems

Emphasizes depth of understanding rather than breadth of material

Provides both individual and group experiences with activities for students who need more help and time on a task and more advanced study for students who are ready to move on

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)

Development Schema

CT Academy for Education will Facilitate Process

Steering Committee:• Provides oversight responsibilities, guides process, and reviews/approves all committee work; and

• Establishes “Big Ideas” and concepts for course- level expectations.

Partner Coordinating Council:

• Includes decision makers from each of six partner organizations; and

• Review, provide input, and foster organizational consensus for Big Ideas and course-level expectations.

2. Professional Development Committee

• Develop teacher/administrator activities to implement curriculum & assessments; and

•Distribution system including practical use of technologies

3. Marketing Committee

•Develop strategies to engage adults, children and families; and

•Build support for 21st Century Skills, Rigor, and Engagement.

1. Curriculum, Instruction & Assessment Committee

Develop course-level expectations;

Units of organized CLEs;

Units of instruction that include 3-4 sample lessons per unit;

Instructional strategies and considerations; and

Develop “examples” of Formative, Benchmark and

model End-of- Course assessments.

Engagement

21st Century Skills

Rigor

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

Curriculum Review Process

Curriculum Reviewers

Marketing Strategy

Two parallel elements that engage both the supply (educators) and demand (student, parent, community) segments of public education

The plan is to:

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;

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.

Marketing Outreach Plan

Supply Side

PreK-20 educational leaders, administrators, teachers and professional development organizations

Deliver through professional development activities

Convey customized messages to both supply and demand audiences – same basic information

Demand Side

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 Strategy – Top Ten

What is algebra?

Why should my child take mathematics beyond arithmetic?

Why is it important for my child to take algebra in middle/high school?

How can I be sure that my child is ready for algebra?

My child struggles now with school, maybe he/she isn’t smart enough?

Can algebra help my child in subjects other than mathematics?

My child doesn’t want to go to college so why should he/she take algebra?

Why did the State Dept of Ed develop the CT Algebra One for All?

How is the CT Algebra One for All course different for my child’s course?

What role do I have?

Supply & Demand SegmentsSupply Side: CSDE Leader

CT school districts Local school boards Regional Education Service Centers Professional development organizations Education policy leaders CT Education Association and other

unions

Demand Side: CT Academy Leader

CT Parent Teachers Association CT African American and Puerto

Rican and Latino Affairs Commissions

Commission on the Status of Women

CT After School Network CT United Way 2-1-1 Network Church organizations Chambers of Commerce CT public libraries CBIA and Business Council of

Fairfield County CT STEM competitions CT science and nature centers Civic organizations

U.S. Bureau of Labor StatisticsEarnings for workers 25 and older, by education attainment for median weekly earnings in 2008.

Professional Degree $1,923 = $100,000/yr

Doctoral Degree $1,527 = $79,400/yr

Master’s Degree $1,179 = $61,300/yr

Bachelor’s Degree $ 979 = $50,900/yr

Associate Degree $ 781 = $40,600/yr

Some college $ 714 = $37,100/yr

High school graduate $ 606 = $31,500/yr

Less than HS diploma $ 450 = $23,400/yr

Project Requirements

Incorporate intellectual merit (research-based)

Link to state initiatives

Include well-rounded partnership

Be innovative

Serve all Connecticut students’ needs