Overview+of+Algebra+2+Applications+Course+Design

Algebra II Applications Course Design: A Joint Project of the State Board of Education, Office of Superintendent of Public Instruction, and Transition Math Project
 * //View and share a PowerPoint presentation giving an overview of the A2A course development//**

} Students who prefer a context driven math curriculum. } Students who enjoy creating mathematically based products or completing mathematically based projects. } Students whose career interests require this type of mathematical reasoning. || · maintain and extend prior mathematical knowledge, · enhance students’ application of process skills, · encourage development of academic discipline and a positive attitude toward learning mathematics, · connect mathematics with varied student interests · keep students engaged in learning · ensure a seamless transition to further education (and mathematics classes) and the workplace.
 * ** Working Title of Course: ** || **// Algebra II Applications //** ||
 * ** Intended Audience: ** || } Students who have completed Algebra I or Integrated Math I and Geometry or Integrated Math II.
 * ** Background/ Current Law: ** || The State of Washington has increased the mathematics requirement from two to three credits and specified the content of the credits: Algebra I, Geometry, and Algebra II (or Integrated Mathematics I, II, and III). Students may elect an alternative third credit of mathematics that meets their education and career goals as outlined in their high school and beyond plan. In order to elect this credit, the student must meet with a parent and high school representative for the purpose of discussing the student’s high school and beyond plan and the requirements for credit-bearing courses at two- and four-year colleges. ||
 * ** Purpose: ** || There are a significant number of high school students who may be interested in a contextualized form of instruction for their third year of study. These students would benefit from an alternative third year experience based on the standards for Career and Technical Education. The purpose of this course is to:

A primary goal of developing this course is to enable students to achieve mathematical proficiency. Students are expected to understand the knowledge described in the learning targets and in the process standards at a depth that enables them to reason with that knowledge—to analyze, interpret and evaluate mathematical problems, make deductions, and justify results. The content standards are meant to be used strategically and adaptively to solve problems. Students’ knowledge and skills come to life and take their value when melded with the ways they approach mathematics in this problem-based course.

This course would be submitted to the State Board of Education for consideration as an alternative third credit of mathematics that would not require students to pursue the election process outlined in the Background/Current Law section. || · Demonstrate intellectual engagement · Take responsibility for own learning · Persevere when faced with time-consuming or complex tasks · Pay attention to detail || · Solving non-linear functions and systems · Algebraic transformations and inverse variation · Data analysis and statistical representation || Finance Health Science Information Technology Manufacturing Marketing Science, Technology, Engineering and Mathematics || //Dodge the Bug – What will it cost the industry?// (Data Analysis and Statistical Representation; Health Science and manufacturing) //Survey, Sampling and Marketing// (Data Analysis and Statistical Representation; Marketing, Manufacturing) //Math’s Not dead…But He Is, Forensic science and math// (Modeling and Solving Non-linear Functions; Police Science and Health Science) //Flu Frenzy// (Modeling exponential growth and decay functions; Health Science and STEM) || · Develop the scope of the course and identify course modules (approx. 1 day) //January, 2010// · Develop the modules (approx. 40 hours for a year-long course) //January, February, 2010// o Assign modules to regional teams and convene regionally to develop assigned modules · Convene larger group, assuming advanced preparation, to collaborate on the modules (peer review) //March, 2010// o Edit and standardize the modules; consider assessment, extensions, interventions o Create a virtual workspace · Create an evaluation tool (what would success look like?) //April, 2010//
 * ** Student Attributes ** || This course will actively promote and teach the Student Attributes as described in the Washington College Readiness Standards. A student in this course will:
 * ** Major Math Topics: ** || · Modeling non-linear functions and systems
 * ** Learning Targets: ** || Core elements of Algebra II standards aligned with Washington Math College Readiness Standards and Common Core standards ||
 * ** Career Cluster Focus: ** || Architecture and Construction
 * ** Sample Units of Study: ** || //My Ten Year Plan// (modeling of non-linear functions and systems; finance, business and marketing)
 * ** Proposed Timeline: ** || __ Design Phase: __

__ Implementation Phase: __

· Design professional development //April, 2010// · Conduct professional development //August, 2010// · Pilot the course in a handful of settings to refine the modules //September 2010 – June, 2011// · Implementation, //September 2011// || } Structured opportunities for collaboration between CTE and math teachers, including virtual collaboration for small schools. } <span style="font-family: 'Arial','sans-serif';">Adequate resources provided, including technological resources. } <span style="font-family: 'Arial','sans-serif';">State Board of Education approval } <span style="font-family: 'Arial','sans-serif';">Funding options that support district buy-in. } <span style="font-family: 'Arial','sans-serif';">Alternative certification options for teachers who will be qualified to teach this course. } <span style="font-family: 'Arial','sans-serif';">Stakeholders outside of education who will contribute to the development of the course. ||
 * ** Needed Supports: ** || } <span style="font-family: 'Arial','sans-serif';">Significant ongoing professional development for all teachers involved.
 * ** Designers of Conceptual Framework: ** || Cris Bell (Clark County Skills Center), Greta Borneman (OSPI), Marilyn Bridgan (Clover Park SD),Susan Canaga (Issaquah SD), Kathleen Church (Mukilteo SD), Paul Clement (Bellingham SD), Linda Drake (Pierce County Careers Connections), Leonard Edlund (Bethel SD), Sue Feldman (observer), Christi Harter (Spokane SD), Coretta Hoffman (Moses Lake), Jo Jacobsen (Pierce County Careers Connections), Greg Johnson (South Kitsap SD), Nan Johnson (Seattle Public Schools), Susan Kidd (SBCTC), Andrea Levy (Seattle Central CC), Kris Lindeblad (facilitator), Stu McCurdy (Yakima SD), Dennis Milliken (OSPI), Connie Nelson (Consultant—Applied Math), Steve Sears (Vashon SD), Jennifer Styer (Bellingham SD), Bonnie Tidwell (Seattle Public Schools), Sabrina Underwood (Oak Harbor SD), Amanda Verdugo (North Mason SD), Andy Wesley (Oak Harbor SD) ||