Connecticut Algebra One for All

1. Connecticut Algebra One for All Tier One Professional Development Presented by the Connecticut State Department of Education

2. Background • Secondary School Redesign • Engagement • 21st Century Skills • Rigor • Models for Curriculum • Algebra One for All is the first model curriculum

3. Purpose • This curriculum will: • Guide all Connecticut schools; • Provide competencies for all students; • Provide relevant assessments; and • Be the standard for future curriculum.

4. 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

5. 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

6. 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

7. 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

8. 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.

9. 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

10. 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)

11. 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. CT Academy for Education will Facilitate Process • 3. Marketing Committee • Develop strategies to engage adults, children and families; and • Build support for 21st Century Skills, Rigor, and Engagement. • 2. Professional Development Committee • Develop teacher/administrator activities to implement curriculum & assessments; and • Distribution system including practical use of technologies Development Schema • 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.

12. 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)

13. Curriculum Developers

14. Curriculum Review Process

15. Curriculum Reviewers

16. 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.

17. 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.

18. 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?

19. Supply & Demand Segments

25. U.S. Bureau of Labor Statistics Earnings 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

26. Project Requirements • Incorporate intellectual merit (research-based) • Link to state initiatives • Include well-rounded partnership • Be innovative • Serve all Connecticut students’ needs