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Issaquah Math/CTE Issaquah Math/CTE Connections ProjectConnections Project
Gary McIntosh, Construction TeacherAndy Hall, Algebra Teacher
Susan Canaga, CTE Director
October 7, 2009
Our objective…Our objective…
Help students be successful in Algebra 1, Geometry and beyond…
Improve math skill retention
Help make math meaningful and relevant
Reinforce the importance of math for success after high school
How did we start?How did we start?The invitation to the PC3 Math/CTE workshop series
was the catalyst for District Teaching & Learning, District CTE, and our High Schools to partner and improve math learning.
At the first workshop, the idea was spawned to develop a team taught course to give struggling students the opportunity to apply math concepts as they learned them in a real world context.
We applied for and received a Transition Math Project grant to fund course development.
Ran a pilot course at Liberty High School, starting Fall 2008
What is the course?What is the course?Target students who are predicted to struggle in
Algebra 1.
Team a math teacher with a construction teacher.
Students learn a math concept with the math teacher and then rotate to the CTE teacher to work on a construction-oriented project using that skill.
Students are concurrently enrolled in Algebra 1.
.5 elective math credit and a .5 occupational ed credit (year long)
Reflection on first year…Reflection on first year…Positive reaction from students, teachers,
counselors, administration
Need to refine the assignments and have students think on their feet more (increase the level of cognitive demand)
Balance group/individual work and shop/math work
Differentiate more for students in terms of instructional strategies and assessments
Where do we go from here?Where do we go from here? Determine how to assess whether the course is producing the
results we want to achieve.
Get more experience and more students for the assessment.
Develop a geometry enhanced Metals Fabrication course
Students concurrently enroll in geometry and earn another .5 math credit and a .5 occupational ed credit.
Ideally, students build a strong math foundation in the math enhanced CTE courses to be successful in Algebra 2 and progress to college level math.
However, students can use the 1.0 occupational math credit they earned and opt out of Algebra 2 for a career pathway course (i.e. Construction Tech, Welding, Engineering, Drafting, Accounting.)
How the credits work…How the credits work…Year 1 Year 2 (in
development)
Identify need
Discussion with student, parents, counselor
Enroll Algebra 1
Enroll Enhanced Woods
Earn 1.5 math, .5 occ ed
Continued discussion with student, parent, counselor
Enroll Geometry
Enroll Enhanced Metals
Earn 1.5 math, .5 occ ed
Next Step
Student has earned 3 math credits
Discussion with student, parent, counselor
Student is prepared to take Algebra 2…OR
Elects career pathway option, signs letter and is encouraged to enroll in math oriented CTE course.
What are the challenges?What are the challenges?Adding the team taught Enhanced Woods classes
affects the number of sections offered of other CTE courses.
Continuing to offer low class size courses in the current budget environment will depend on results.
Coordinating the math and the CTE projects takes ongoing effort and refinement.
Getting time from the District Math Specialist to help develop level of cognitive demand. She is spread very thin.
Contact…Contact…
Gary McIntosh, CTE Instructor [email protected]
Andy Hall, Math Instructor [email protected]
Susan Canaga, CTE Director [email protected] 425.837.7045
