GARTTT Support Innovation Fund

May 10, 2011 Carnegie Learning, Inc. is pleased to submit a proposal for a partnership with your district to submit an application aligned to the requirements of the Georgia Race to the Top Innovation Fund Plan due on June 10, 2011. Focused exclusively on mathematics, Carnegie Learning, Inc. offers true research-‐based instructional models, software tools, online print resources, and comprehensive professional development to increase student achievement and teacher effectiveness. We are proud of our strong commitment to math improvement in Georgia, including the development of the Carnegie Learning® Georgia Mathematics curricula, a suite of print or online textbooks, software, and professional development programs developed, specifically, to align and support the Georgia Performance Standards and course frameworks as well as the Common Core State Standards.

The attached proposal provides an overview of the Innovation Fund Grant opportunity and our proposed implementation plan incorporating differentiated middle school and high school math programs, supporting implementation training, and ongoing professional development. This plan addresses: Enterprise Grants – Priorities 1, 2, and 4 Venture Grants – Priority 4 We look forward to discussing this proposal in detail in order to determine how we support the priorities that best meet your objectives. Best regards, Anita Sprayberry Regional Account Manager 888-‐851-‐7094 X505 [email protected]

Carnegie Learning, Inc. Proposed RT3 Proposed Innovation Fund Plan Spring 2011 2

CARNEGIE LEARNING PARTNERSHIP PLAN GEORGIA RACE TO THE TOP INNOVATION FUND

I BACKGROUND Awarding Agencies: � U.S. Department of Education � Governor’s Office of Planning & Budget

Timeline: � April 1, 2011 -‐ RFP Release Date � May 15, 2011 -‐ Deadline for Notice of Intent to Apply � June 15, 2011 -‐ Deadline for Proposal Submission � August 1, 2011 -‐ Award Notification � Grant award period: August 1, 2011 through June 30, 2012.

RT3 Overview Georgia’s Innovation Fund was established as part of Georgia’s Race to the Top (RT3) reform plan. In August 2010, Georgia was awarded $400 million to implement its RT3 reform plan, specifically addressing four education reforms: 1. Adopting standards and assessments that prepare students to succeed in college and the

workplace and to compete in the global economy 2. Building data systems that measure student growth and success, and inform teachers and

principals about how they can improve instruction 3. Recruiting, preparing, rewarding, and retaining effective teachers and principals, especially

where they are needed most 4. Turning around our lowest-‐achieving schools

Georgia’s RT3 reform plan focuses on: � Strengthening preparation programs for teachers and leaders � Supporting teachers more effectively in the classroom � Evaluating teachers and leaders with consistent and objective criteria � Rewarding great teachers and leaders with performance-‐based salary increases � More effectively using data to inform decision-‐making, among other things.


Innovation Fund Overview At the core of the Innovation Fund is the theory that if public and private organizations are encouraged by financial resources, policy environments and supportive operating conditions, then GA will benefit from a stronger commitment from diverse stakeholders to support and advance K-‐12 public education, the ability to replicate innovative practices with a demonstrated record of success, and ultimately, improved outcomes for students. � Fund size -‐ $19.4 million in competitive grant � Purpose:

1. Fund partnerships that develop or implement innovative and high-‐impact programs aimed at producing positive outcomes for students

2. Determine best practices in innovative programming related to Science, Technology, Engineering and Mathematics (STEM) education, applied learning and teacher and leader recruitment

3. Influence future education policy efforts

II PARTNERSHIPS Partners: � Georgia local education authorities (LEAs) or charter schools � Institutions of higher education (IHEs) � Businesses and non-‐profit organizations to advance the applied learning and academic

achievement of Georgia’s K-‐12 students. Eligible Partnerships: � Be a partnership between a Local Education Authority (LEA) or charter school; Institution of

Higher Education (IHE), consortium of schools, business and/or non-‐profit organization that works to advance the academic achievement of Georgia’s K-‐12 students. At least one partner must demonstrate experience successfully supporting, developing and/or implementing educational programs that led to positive student outcomes. All partners must sign a Memorandum of Understanding with the State, included in the Appendix of this notice.

� Identify a lead partner who will serve as the State contact and assume responsibility for financial, program, and post-‐award reporting requirements on behalf of the partnership. Lead partners must demonstrate experience managing partnerships.

� Comply with all Race to the Top and Innovation Fund reporting requirements. � Demonstrate a cooperative working relationship with OPB, the Georgia Department of

Education (GaDOE), the Governor’s Office of Student Achievement (GOSA) and other relevant state agencies.

� Be supported by evidence-‐based findings or a reasonable hypothesis as defined in this notice.

� State if partnership is seeking an Enterprise grant or Venture grant. An applicant may not submit an application for the same proposed project under more than one type of grant.


III RFP DESCRIPTION Innovation Fund Grants include two types of grants: (1) Enterprise grants – Practices and Programs (Carnegie Learning Plan focus)

A. Description -‐ Implementation of practices, strategies, or programs for which there is evidence that the proposed practice, strategy, or program will have a statistically significant effect on improving student outcomes, and that the effect of implementing the proposed practice, strategy, or program will be substantial and important. Divided into two funding categories – large and small. Grant sizes will be determined based on:

� Proposal’s ability to meet an unmet need and/or serve a high need population � Number of people served � Potential impact on student performance � Level of creativity in the approach to student learning � Use of partnership resources

B. Funding -‐ Multi-‐year (up to three years)

� Large partnerships – Approximately $350K annually for up to three years � Small partnerships – Approximately $100K annually for up to three years

C. Requirements -‐ An applicant for an Enterprise grant must:

� Estimate the number of students to be reached by the proposed project and provide evidence of its capacity to reach the proposed number of students

� Provide evidence of its capacity to sustain the program, working directly or through partners either during or following the grant period

For Enterprise (Implementation) Grants Applicants that have strong business, strategic or operation plans for a charter school, or completed charter school petition applications, are encouraged to apply for Enterprise grants to support the implementation of their plan and subsequent opening of the charter school. Applicants should be able to clearly provide a comprehensive overview of the school. This overview should explain critical elements such as (but not limited to): the purpose, mission and vision of the charter school; target population; pedagogical philosophy; curriculum to be used; and operations plan. All plans for the charter school should be evidence-‐based, innovative, and should meet the needs of the population to be served. Favorable applications will include an aggressive, yet achievable, timeline for meeting State requirements in order to open the school no later than the 2012/13 school year.


(2) Venture grants -‐ Charter School Creations A. Description -‐ single-‐year planning grants specifically geared to support partners in

developing plans for charter schools that focus on improving education in the areas of Science, Technology, Engineering and Mathematics (STEM). The Carnegie Learning partnership will articulate plans for (but not limited to):

� Identifying a target population requiring math intervention, based on a needs assessment of the community to be served by the school;

� Determining STEM instructional focus and methods; � Determining hiring criteria for school leaders, teachers and other school staff; � Determining the standards, curriculum, formative and summative assessments,

as well as performance goals in each major subject area; and � Determining above and beyond public revenues, how much supplemental

funding will be required to sustain the school’s programs during its first three years of operation.

IV PRIORITIES Grants will be awarded from this fund to partners that have innovative and high-‐impact programs aimed at one or more of the following four priorities, with a preference for proposals that serve communities of demonstrated need, including rural and low-‐achieving populations: Priority I -‐ Applied learning opportunities. GA will award funding to applicants who aim to achieve positive student outcomes through innovative applied learning opportunities and experiences tied to at least one subject matter content area. These opportunities and experiences should help students develop strong: 1) Problem solving skills. Students should learn how to solve problems by (but not limited to):

a. Using content knowledge to design or improve a product, service, or system to meet an identified need;

b. Planning and organizing an event or activity from concept to completion; c. Teaching a skill or planning a sequence of learning activities; and/or d. Satisfying a client’s needs.

2) Communication skills and techniques. Students should learn how to apply communication

tools and techniques by (but not limited to): a. Making oral presentations; b. Preparing written reports; and/or c. Translating information from one format to another.

3) Self-‐management skills. Students will learn how to manage and direct their own learning by

(but not limited to): a. Participating and/or leading teams; b. Taking responsibility for the evaluation of one’s own work; and/or c. Planning and managing one’s work activities.


Special consideration will be given to applicants who propose to develop and/or implement STEM-‐focused (Science, Technology, Engineering and Mathematics) applied learning opportunities. Priority 2 -‐ Highly effective teacher induction programs. The State is interested in providing new opportunities for new teachers and school leaders to participate in comprehensive induction programs in an effort to improve teacher and leader quality, and ultimately student learning. GA will award funding to applicants who aim to achieve positive student outcomes through innovative and highly effective teacher and leader induction programs that are comprehensive in nature. Partnerships should include specific plans for: 1) Ensuring that programs are designed to address the challenges of teachers and/or school

leaders serving the most high-‐need students and/or schools. Applicants should discuss how they will determine level of need and their plans for selecting participants and customizing programs to meet the needs of various types of teachers and leaders.

2) Creating a supportive environment for new teachers and/or school leaders. New teachers and/or leaders should benefit from frequent and meaningful support in the form of (but not limited to):

a. One-‐on-‐one mentoring with a highly-‐effective teacher or leader; and/or b. Support network for new teachers and/or leader and mentors.

3) Measuring teacher and leader progress. New teachers and/or leaders should benefit from ongoing evaluation and feedback in the forms of (but not limited to):

a. Collaborative goal setting activities that clearly outline performance standards and evaluation processes;

b. Frequent monitoring of participant goals that are incorporated into an overall professional development plan inclusive of Teacher Effectiveness Measures (TEM) and/or Leader Effectiveness Measures (LEM) objectives; and/or

c. Formative assessment. 4) Exposing new teachers and leaders to effective teaching and learning, and leadership tools

and techniques. Program standards and curriculum should clearly articulate how new teacher and/or leaders will learn how to (but not limited to):

a. Prepare and deliver more complex and effective instruction; b. More successfully motivate students, teachers, staff, etc.; c. Set high expectations for students, teachers, staff, etc.; and/or d. Make better use of state curriculum frameworks and other available instructional

resources. Priority 3 (Not applicable to the Carnegie Learning Plan) – Teacher Recruitment. The State is interested in providing additional opportunities for teacher recruitment programs to increase the pipeline of highly-‐effective teachers in rural and underserved communities. Priority 4 – Development and/or expansion of charter schools focused on improving STEM education. GA will award funding to applicants who apply for funding to start or plan a charter school.


(1) Enterprise Grant Applicants that have strong business, strategic or operation plans for a charter school, or completed charter school petition applications, are encouraged to apply for Enterprise grants to support the implementation of their plan and subsequent opening of the charter school. Applicants should be able to clearly provide a comprehensive overview of the school. (2) Venture Grant -‐ Charter School Planning Applicants must communicate a viable approach to determining critical elements necessary to create a charter school. The approach should clearly explain how the partnership intends to base important decisions on the needs of the population intended to be served and evidence-‐based practices that have been shown to be successful. Single-‐year planning grants specifically geared to support partners in developing plans for charter schools that focus on improving education in the areas of Science, Technology, Engineering and Mathematics (STEM).

V THE CARNEGIE LEARNING RT3 INNOVATION FUND PROPOSED PLAN Based upon the grant program description above, Carnegie Learning is prepared to support your application with has strategic expertise in the following Innovation Fund areas. A. Enterprise Grant – Practices and Program Plan

Priority 1 – Applied Learning Opportunities Carnegie Learning plan to support schools and districts as a business partner

Middle School Math Series Curricula Implementation The Carnegie Learning Math Series: Courses 1-‐3 for grades 6-‐8 provides research-‐based, engaging instruction to help all middle school students master math concepts and skills. The curricula were developed to align to the new Common Core Standards for Mathematics and the series contains Carnegie Learning® Math Textbooks and Carnegie Learning® MATHia™ software. Together these instructional materials provide formative assessments, relevant problem-‐centered activities to develop mathematical reasoning, communication and sense making skills and technology to personalize learning. Each lesson is a springboard for applied learning that emphasizes the importance of what is being learned in the classroom and helps students develop higher order thinking skills. Students and their teachers will be able to work with organizations and individuals outside of the school on a variety of project-‐based learning experiences. The instructional materials combined with these experiences will take into consideration students’ varying learning styles, personal strengths, interests, goals and previous experiences. Successful integration of classroom experiences and applied learning experiences support the development of strong problem solving, critical thinking, communication, and self-‐management skills, which ultimately, improves student achievement through: 4) Problem solving skills. Students should learn how to solve problems by (but not limited to):


a. Using content knowledge to design or improve a product, service, or system to meet an identified need

b. Planning and organizing an event or activity from concept to completion c. Teaching a skill or planning a sequence of learning activities; and/or d. Satisfying a client’s needs

5) Communication skills and techniques. Students should learn how to apply communication

tools and techniques by (but not limited to): a. Making oral presentations; b. Preparing written reports; and/or c. Translating information from one format to another

6) Self-‐management skills. Students will learn how to manage and direct their own learning by

(but not limited to): a. Participating and/or leading teams; b. Taking responsibility for the evaluation of one’s own work; and/or c. Planning and managing one’s work activities

B. Demonstrated experience successfully supporting, developing and/or implementing educational programs that led to positive student outcomes Carnegie Learning, Inc. is a publisher of innovative, research-‐based math curricula for middle school and high school students and a leading provider of professional development services for teachers of mathematics. Founded in 1999 by cognitive and computer scientists from Carnegie Mellon University in conjunction with veteran mathematics teachers, Carnegie Learning is helping to re-‐invent the way we teach math, empowering students to produce significantly improved math scores in a diverse spectrum of school districts across the nation. By constantly innovating and developing new ways for students to learn, Carnegie Learning is helping teachers to achieve greater success in preparing students for college and the 21st Century workforce. In support of Federal School Improvement Grant and Race to the Top initiatives, Carnegie Learning has aligned curricula and professional development programs to the objectives of both STEM programs and Common Core State Standards for Mathematics. Carnegie Learning is an approved School Improvement partner in the states of Hawaii, Michigan, and West Virginia, and has strong School Improvement Implementations in the Yakima School District in Washington; Richmond County Schools in Georgia; Cleveland School in Ohio; and, in Halifax School District in North Carolina. Carnegie Learning® Math programs are rooted in more than two decades of cognitive science research and the results of this research formed the foundation for development of Carnegie Learning’s Cognitive Tutor® software, a unique modeling technology that teaches students to think mathematically. The primary theoretical basis for the Cognitive Tutor approach comes from John R. Anderson, PhD’s ACT-‐R model of learning and performance.


The Franklin Institute recently presented the 2011 Benjamin Franklin Medal in Computer and Cognitive Science to Dr. Anderson, a founder of Carnegie Learning, Inc., for his ACT theory that is the foundation of the company’s Cognitive Tutor® software. The ACT-‐R theory states that performance knowledge (i.e., how to do math) can only be learned by doing, not by just listening or watching. Using this theory, a cognitive model of problem solving was created by writing “if/then” rules that reflected and anticipated students’ various strategies for solving math problems and the common misperceptions they had that led to missteps and wrong answers. Using these if/then rules, the resultant Cognitive Tutor can follow students through their problem-‐solving activities using model tracing, a technique that identifies each step a student takes to solve a problem. Errors, such as the ones the student made in the above example, can be quickly addressed. The ACT-‐R theory proposes that complex problem-‐solving tasks are accomplished through the operation of many relatively-‐simple mental skills. The most effective and efficient instruction focuses on helping students identify the component skills for each task and ensuring that students receive adequate practice on each component. An electronic library of completed research reports is available at www.carnegielearning.com. Priority 1 – Professional Development Support for Applied Learning Opportunities Priority 2 – Highly effective teacher induction programs Professional Learning Plan Our comprehensive standards-‐based, professional learning plan includes three phases of professional development with an emphasis on content development and pedagogy.

Phase I: Math Academies Carnegie Learning Math Academies are designed specifically to increase teacher capacity by deepening teachers' understanding of mathematics, providing an environment in which teachers can learn to problem-‐solve in a student-‐centered environment, and facilitating teachers' reflection on their own teaching practices. Math Academies can be customized based on standards, system needs, and professional learning goals. Each Math Academy participant will receive a course pack and Cognitive Tutor license, active for one year. Cognitive Tutor instruction can be customized for delivery within a standards-‐based custom curriculum for each teacher or group of teachers.

Math Academies Implementapon Training

Job-‐Embedded, In-‐Classroom

Support


The interactive course pack that will guide participants through each day of the academy and provide resources for continued learning. This supplement will include the agenda, workshop objectives, and collaborative activities. The course pack should be used as a resource for ongoing professional learning and teacher collaboration.

Math Academy Big Mathematical Ideas Deepening Mathematical Understanding: Connecting Decimals and Percents to Fractions

� Analyze mathematical tasks � Relate decimals and percents to fractional models � Examine the place value system � Develop decimal and percent number sense � Reason with decimals and percents � Apply fraction, decimals and percents in practical application

Deepening Mathematical Understanding: Proportional Reasoning and Linear Relationships

� Analyze mathematical tasks � Distinguish between fractions and ratios � Compare ratios and solve proportions � Compare proportional and non-‐proportional relationships � Explore a variety of informal strategies for examining proportional

relationships Deepening Mathematical Understanding: Developing Algebraic Thinking

� Analyze mathematical tasks � Examine multiple representations of functions � Explore ratio, rate and proportional reasoning from a functional

perspective � Compare linear, quadratic and exponential functions � Use technology to explore functions

Phase II: Initial Implementation Training Phase II of professional learning will focus on implementing the Cognitive Tutor software and integrating best practices for lab implementation and building-‐level support. Carnegie Learning provides initial implementation training to help teachers getting started with the Cognitive Tutor. Participants will experience the research-‐based instructional model, become familiar with the teacher and student materials, and begin to learn how to effectively use the report data to differentiate instruction. Each teacher will receive two (2) days of Initial Implementation Training per year. Teachers who are participating in the training will learn to:

� Effectively implement the Cognitive Tutor software � Develop effective strategies for facilitating the lab including questioning to support

students’ conceptual understanding of math concepts � Make connections between the Cognitive Tutor and classroom instruction � Learn how to use formative and summative data to inform instructional decision-‐making

Leadership Training is half-‐day training designed for building and district leaders who will be supporting teachers and students implementing the Carnegie Learning curricula. Participants will


receive an overview of the tools and strategies needed to monitor and sustain an effective implementation. Leaders will:

� Understand the Cognitive Tutor research-‐base � Create an implementation plan to support teachers and students throughout the year � Review the progress monitoring tools available to set benchmarks for student and teacher

growth Phase III: In-‐Classroom Support Side-‐by-‐side sessions with Carnegie Learning Team members take place within the classroom and are based yours school and/or teacher needs. In-‐classroom support is most valuable in the first few months of the academic year building towards instructional coaching in the later part of the year. Our staff builds relationships with teachers to support implementation fidelity, classroom management, program monitoring, and data-‐driven instruction. Additionally, providing job-‐embedded professional learning will enable teachers to transfer learning from the Math Academies to the classroom and engage in the process of professional growth in a continuous capacity scaffolded by the Carnegie Learning Team. Each teacher will receive two (2) In-‐Classroom Support visits per year. During In-‐Classroom Support and Instructional Coaching, the Carnegie Learning Team will:

� Observe classrooms and or labs to provide relevant feedback to teachers � Model, co-‐teach, and co-‐plan with teachers to improve classroom instruction � Engage in the instructional coaching cycle, including pre-‐ and post-‐conference reflections,

to debrief teachers regarding new instructional practices � Provide instructional expertise in pedagogy, data analysis, and technology integration,

including calculators and interactive whiteboards � Record next-‐steps in Carnegie Learning® Collaboration Log to support teacher growth


Data Analysis & Accountability Carnegie Learning will provide a catalog of documents to support an effective implementation as an accountability portfolio. The accountability portfolio will include documents evidencing: student and teacher work, student and teacher growth, Teacher’s Toolkit reports and Administrator reports, organizational action plans, and goal summaries. A plan will be developed in partnership to meet regularly and communicate:

� Weekly or biweekly: Administrator Reports � Weekly, biweekly, or monthly: Teacher Effectiveness Reports � Quarterly: Accountability Portfolio � Annually: Annual Implementation Summary and Accountability Portfolio

Yearly Implementation Timeline

Date Activity People/Location Timeframe August 2011 Carnegie Learning®

Middle School Math curricula implementation Initial Implementation Training for New Teachers (25 teachers per session)

Students in grades 6-‐8 Teachers School building or district

Year-‐long 2 days

Initial Implementation Training for Admin/Leadership Team

Administrators School building or district

1 day

Fall 2011 In-‐Classroom Support (4 teachers per day)

Teachers School buildings

2 days per district

January 2012 Status Meeting: Data Review and Analysis

District and school leaders

1 day

July 2012 Status Meeting: End-‐of-‐Year Data Review, Analysis, and expansion Planning National Math Institute

District and school leaders District or school location TBD

1 day

3 Day Conference


Priority 4 – Development and/or Expansion of Charter Schools (1) Enterprise Grant – Charter School Establishment Carnegie Learning will serve as a strategic business partner supporting the implementation of your plan for the establishment of charter schools. Our expertise in evidence-‐based, innovative STEM programs will help your district to meet the needs of the population to be served by newly established schools to open by the 2012/13 school year with a focus developing a mathematics strategy as an outgrowth of the mission and vision of the charter school, the target population, and the pedagogical philosophy. (2) Venture Grant -‐ Charter School Planning Single-‐year planning grants specifically geared to support partners in developing plans for charter schools that focus on improving education in the areas of Science, Technology, Engineering and Mathematics (STEM). The Carnegie Learning partnership will articulate plans for (but not limited to):

� Identifying a target population requiring math intervention, based on a needs assessment of the community to be served by the school;

� Determining STEM instructional focus and methods; � Determining hiring criteria for school leaders, teachers and other school staff; � Determining the standards, curriculum, formative and summative assessments, as well as

performance goals in math; � Determining above and beyond public revenues, how much supplemental funding will be

required to sustain the school’s mathematics curricula and professional development programs during its first three years of operation.

Addendum: Carnegie Learning Reference Accounts Texas Education Agency Texas Education Agency is conducting a pilot in 10 districts measuring student math achievement in grades 5-‐8 using the Texas Assessment of Knowledge and Skills. The two-‐year pilot will impact 3,000 students and up to 300 teachers. Each teacher will receive over 150 hours of professional development each year, targeted toward increasing teachers’ effectiveness in teaching mathematics at the middle school level. The focus of the pilot is to address students’ algebra readiness as a critical factor in positively impacting college and career readiness. The implementation begins in spring 2010. Texas Education Agency Dale Fowler, College and Career Readiness Initiatives [email protected] 512-‐463-‐3282 Commonwealth of Kentucky The Commonwealth of Kentucky introduced a math pilot program in six districts, measuring student achievement by their scores on the Iowa Tests of Basic Skills (ITBS). Results released this year indicate that ITBS scores of students in Kentucky using Carnegie Learning software increased nearly a full grade level in under six months (Nov-‐April). ITBS scores of students using


Carnegie Learning® Bridge to Algebra were almost twice as high as the ITBS scores of students using programs from any other curricula provider. (Students in the America’s Choice program improved an average of .32 grade levels, students in the I Can Learn program improved .39 grade levels, and students who participated in Carnegie (Bridge to Algebra) improved an average of .80 grade levels. Commonwealth of Kentucky Sandra Baker, Associate Executive Director [email protected] 270-‐563-‐2113 The Dallas Independent School District The Dallas Independent School District (ISD) established a partnership with Carnegie Learning, Inc. to customize professional development programs for nearly 250 K-‐5 teachers and a dozen instructional coaches throughout 30 schools district wide. The partnership has led to the math success of both students and teachers. The focus of the initiative was to establish culturally proficient teaching methods that address the needs of diverse groups of students. The partnership between Dallas ISD and Carnegie Learning is funded through the District’s African American Mathematics Initiative. The eight-‐session program emphasized broadening the instructors own understanding of mathematics and a standards-‐based pedagogy by examining mathematical tasks and the impact of their cognitive demand on student success. This program was created to help Dallas Independent School District’s teachers better prepare their culturally diverse population of students from an early age to improve their potential for success with secondary mathematics. Dallas ISD Alanna Arenivas, Elementary School Instructional Supervisor [email protected] 972-‐ 925-‐3700 Chicago Public Schools In Chicago Public Schools (CPS), Carnegie Learning has been an integral part of the high-‐school transformation plan since 2005, providing both curricula and professional development services. Initially, a competitive process awarded Carnegie Learning the contract to implement our pre-‐algebra (Bridge to Algebra) and Algebra I curricula in seven of the first 14 schools scheduled for transformation, supported by initial teacher training and ongoing implementation fidelity programs. At the beginning of 2007, CPS announced that, as a result of successful outcomes for the district, Carnegie Learning curricula would be implemented in an additional nine schools. In the 2008-‐2009 school year, forty-‐four schools and 12,500 students received differentiated math instruction in Chicago Elementary and High Schools, and 68 teachers received Carnegie Learning Professional Development services. Carnegie Learning programs have been renewed for the 2009-‐2010 and 2010-‐2011 school years.


Chicago Public Schools Rickey Murff, High School Mathematics Lead [email protected] 773-‐425-‐4667 Recovery School District (New Orleans) The Recovery School District (RSD) in New Orleans initially implemented Carnegie Learning® Bridge to Algebra software in January 2008 as an intervention program in their extended day initiative at all high schools in the district. The results were positive, and RSD implemented Carnegie Learning® Algebra I in high school sites and expanded the Bridge to Algebra software into all middle schools. In 2009, RSD purchased Carnegie Learning® Math curricula with Title I and supplemental funding as a Response to Intervention Math Solution for middle school and high school students district-‐wide, as part of an ongoing focus on intervention and extended learning. Carnegie Learning has served 750 RSD students to-‐date and 50 teachers have participated in Carnegie Learning’s on-‐site professional development training. Recovery School District Mary Thompson, Math & Science Coordinator [email protected] 504-‐373-‐6200 ext. 20040 Miami-‐Dade County Public Schools Miami-‐Dade County Public Schools first purchased Carnegie Learning® Math curricula in 2002 and has implemented the programs with success in 9 schools in the secondary school-‐reform initiative and three corrective action schools. In 2010 Miami-‐Dade invested in improved math achievement for all high school students with the purchase of Carnegie Learning® Math Programs for the district’s 42 high schools. The $2.3 million implementation provides comprehensive math intervention, software as supplemental curricula, and initial training and ongoing job-‐embedded support for teachers. The six-‐year buy delivers two models of instruction: Carnegie Learning® Bridge to Algebra Textbooks and Cognitive Tutor® Software as an algebra readiness intervention; and, unlimited access for all high school students to the Cognitive Tutor® Bridge to Algebra, Algebra I, and Geometry software as a supplement to the district’s existing textbooks. Miami-‐Dade County Public Schools Genie Dunn, District Mathematics Supervisor Division of Instructional Technology, Instructional Materials, and Library Media Services [email protected] 305-‐995-‐2764 Kanawha County, West Virginia In summer 2010, more than 150 middle school, ninth grade, and special education teachers from 22 schools in Kanawha County near Charleston, West Virginia participated in five days of intensive math content training delivered by Carnegie Learning. The program is part of Kanawha County Schools’ 2010 professional development objective to help prepare students


for high school mathematics. Teachers participated in Carnegie Learning® Developing Algebraic Thinking, one of six Carnegie Learning® Math Academies designed to deepen teacher understanding of math and to provide the experience of learning math in a student-‐centered classroom. These five-‐day academies created a targeted learning experience in specific content areas and grade levels to give teachers a better understanding of the connection between early math concepts and algebraic thinking. Kanawha County Schools Crystal Godbey, Secondary Math Supervisor [email protected] 304-‐348-‐6145

Documents

GARTTT Support Innovation Fund