Algebra and English Bridge Plan for Academic Validation NOVEMBER 13, 2018
Graduation Requirements Current Algebra English Grade Level If taken before SY 16 – 17: If taken before SY 16 – 17: Participate in HSA Algebra or PARCC Alg. 1 Participate in HSA English or PARCC ELA 10 If taken in SY 16 – 17 or later: If taken in SY 16 – 17 or later: 12 (class of 2019) Minimum Score of 725 on PARCC Algebra 1 Minimum Score of 725 on PARCC ELA 10 OR OR Re-Take PARCC Alg. 1 and Re-Take PARCC ELA 10 and Complete the Algebra Bridge Project Complete the English Bridge Project
Comparison to the Previous Bridge Plan (HSA) Algebra HSA Previous Bridge Projects PARCC Current Bridge Project Number of Projects Between 1 and 4 1 Comprehensive Project with 4 Modules Content Linear Functions and Data Analysis Linear, Quadratic and Exponential Functions Integrated into the Algebra with Trig and “Bridge” Course during 12 th grade Completion of the Project Stats Course Resources Provided by MSDE Scoring Rubrics Lessons, videos and Scoring Rubrics Implementation Guide, Answers to Resources Provided by CCPS Parallel Projects Frequently Asked Questions, Grading Recommendations, and Calendar
Mathematical Rigor Students apply linear, quadratic and exponential functions to a wide variety of problems and demonstrate proficiency with the following topics: Graph functions, identify key features and interpret rate of change Write, graph and interpret 2 variable inequalities Transform and use multiple representations of functions Graph and solve systems of linear and quadratic equations Solve equations using factoring, completing the square, and the Quadratic Formula Calculate and use linear, quadratic, and exponential regressions Compare and contrast linear, quadratic, and exponential functions
Impact on the Math Curriculum The Algebra Project: Is an integral part of the Algebra with Trig and Stats curriculum Deepens student understanding of function families and modeling Provides an opportunity for students to demonstrate their knowledge through engaging, real-life scenarios (Project Based Learning) Integrating the Algebra Project did NOT: Require any change to the content of the Algebra with Trig and Stats course Force students to take an additional math class
Professional Development 2017 - 2018 June: Curriculum development workshop with lead teachers August: Algebra Bridge Project implementation and procedures training Quarterly: 7 person workgroup met to discuss implementation strengths and challenges 2018 - 2019 August: Algebra Bridge Project implementation and procedures / Discuss Module 1 best practices and develop supporting resources September: Discuss Module 2 best practices and develop supporting resources October: Discuss Module 3 and 4 best practices and develop supporting resources On-going: Individual training as needed
Comparison to the Previous Bridge Plan (HSA) English HSA Previous Bridge Projects PARCC Current Bridge Project Number of Projects Between 1 and 7 1 Comprehensive Project Reading Comprehension and Reading Comprehension and Interpretation or Making Connections Interpretation, Making Connections and Content and Evaluations in Reading and Literature Evaluations in Reading and Literature, or Controlling Written Language or Controlling Written Language, Composing Composing in a Variety of Modes in a Variety of Modes, and Researching “Bridge” Course during 11 th grade Completion of the Project Integrated into English III course Resources Provided by MSDE Scoring Rubrics Lessons and Scoring Rubrics Answers to Frequently Asked Questions, Grading Recommendations, Parallel Resources Provided by CCPS Parallel Projects Project, Templates, Anchor Papers with Annotations, Self and Peer Review Checklists, Teacher Checklists
English Rigor Students analyze poems, including the time period in which they were written, in order to apply the full writing process in response to two prompts: a literary analysis and a narrative letter. Students must show proficiency in the following areas: Analyze poems, including the time periods in which they were written Understand vocabulary and denotative and connotative meanings Understand the author’s purpose for using literary elements in poetry Complete charts and writing outlines using effective information from the texts
English Rigor Use text-based evidence Link meaningful quotes and explanations to a strong thesis Research 21 st century issues Write in a clear, organized, effective style Use the conventions of standard English
Impact on English Curriculum The English Bridge Project: Is an integral part of the English III curriculum Deepens student understanding of analysis, the writing process, and supporting a claim with evidence and reasoning Provides an opportunity for students to demonstrate their understanding of texts through written expression and knowledge of language and conventions Integrating the English Project did NOT: Force students to take an additional English course Require any major changes to the content of the English III course
Professional Development 2016-2017 April-May: English Bridge Project implementation and procedures training at each high school Summer: Individualized training for teachers new to Charles County 2017-2018 August-September: English Bridge Project implementation and procedures training Ongoing throughout the year: Develop supplemental resources and place them on SharePoint; team training and scoring at schools; modeling for teachers; working with individual and small groups of students Summer: Individualized training for teachers new to Charles County
Professional Development 2018-2019 August-September: English Bridge Project implementation and procedures training Ongoing throughout the year: Continue developing supplemental resources and placing them on SharePoint; team training and scoring at schools; modeling for teachers; working with individual and small groups of students
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