Issaquah Math/CTE Connections Project

Gary McIntosh, Construction Teacher Andy Hall, Algebra Teacher Susan Canaga, CTE Director October 7, 2009

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?

 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?

 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…

 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?

 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…

Year 1 Year 2 (in development) Next Step

  Identify need Discussion with student, parents, counselor   Continued discussion with student, parent, counselor Enroll Geometry   Student has earned 3 math credits Discussion with student, parent, counselor  Enroll Algebra 1  Enroll Enhanced Metals    Enroll Enhanced Woods Earn 1.5 math, .5 occ ed  Earn 1.5 math, .5 occ ed  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?

 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…

 Gary McIntosh, CTE Instructor [email protected]

 Andy Hall, Math Instructor [email protected]

 Susan Canaga, CTE Director [email protected]

425.837.7045