REGIONAL EDUCATIONAL LAB ~ APPALACHIA

1. REGIONAL EDUCATIONAL LAB ~ APPALACHIA The Effects of Kentucky Virtual High School’s Hybrid Course in Algebra I on Teaching Practices, Classroom Quality, and Adolescent Learning ACT 9: QUADRATICS On-Line Professional Development July 29, 2009

2. Agenda • Welcome and Introductions • June Reimbursements & August 13 Plans • Updates and new Tracking Tools • Enrolling students in the KYVS Algebra I course • Discussion of ACT 9 • Connections to KVHS Alg. I, KET EncycloMedia, & Other Links • Planning Hybrid Algebra Instruction • On-Line Collaboration Sessions

3. Support and Student Enrollments ► Office Hours (Monday 9 – 10 EST & Tuesday 1 -2 EST) ► Help Line: - Bb: 866-590-9240 - KDE, Paula White: 502-564-4772(#4512) paula.white@education.ky.gov - KDE, Kari Welch: 502-564-4772 (#4546) - for STUDENT & TEACHER ENROLLMENTSkari.welch@education.ky.gov - KDE, Grace Yeh: 502-564-4772 (#4537) – for TECHNICAL SUPPORT grace.yeh@education.ky.gov - Identify yourself as HYBRID ALGEBRA I TEACHER, COHORT III .

4. KDE Support & Student Enrollment • KDE will provide an Excel Spreadsheet to be filled out with student: • Name and student number (state ID not SSN) • Return Spreadsheet to KDE for enrollment process • Important to export the information to the spreadsheet as requested or it will not be usable by KDE- NO EXCEPTIONS • District support may be able to export information • As students move, call or email Kari Welch to provide information and KDE will make the changes • When contacting KDE, it is important to identify yourself as a Cohort III Hybrid Algebra teacher.

5. Discussion of ACT 9: Quadratics Highlights regarding content, instructional strategies, and/or reflections from ACT 9

6. Reflection Reflection Vocabulary for Quadratics Discriminant y = 2x2 + 7 Minimum Values Completing the Square Coefficients Roots (4, 6) Vertical Shift (4, 0), (-2,0) Perfect Square X & Y Intercepts Horizontal Translation Axis of Symmetry Quadratic Formula Factored Form Translations Dilations Standard Form Vertex a, b, & c Translations Maximum Values

7. Act 9: Scenes 1- 3 How Do I Teach This? • Active Explorations • Graphing using Transformations – strategy connects to all function families • Use of formula, factoring, & graphing • Connect structures of linear equations (functions) to quadratic equations (functions) • Pattern Recognition

8. Connections: KYVS Algebra to SpotLight on Algebra SPOTLIGHT ON ALGEBRA: ACT 9, Quadratics KYVS ALGEBRA I COURSE: Unit 6, Relations, Functions, and Quadratic Equations • Lesson 25: Introduction to Quadratic Equations and their Graphs • Lesson 26: Solving Quadratic Equations by Factoring • Lesson 27: Solving Quadratic Equations by Completing the Square • Lesson 28: The Quadratic Formula • Lesson 29: Applications of Quadratic Equations • Lesson 30: Functions and Function Notation

9. KET- EncycloMedia • Algebra Support for: • Providing an authentic purpose • Connecting to the world • Engaging students to learn the concept • Visualizing • Promoting student thinking/discussion/accessing prior knowledge • eLearning KY; see menu to the left; KET EncycloMedia; access through http://streaming.discoveryeducation.com/ or http://www.ket.org/education/encyclomedia.htm • exploringdata.cqu.edu.au/

10. Hybrid Algebra I Beginnings • Initially, may want to use the LCD to display what students will be seeing and experiencing. • Use the time to generate questions with whole class discussions. • Set expectations and model how to track thinking using a note taking device. • Start slowly – use the Gradual Release Model

11. Planning Lessons Using KYVS Algebra I & Skill Set From Spotlight On Algebra • How will you bundle your Units for ’09-’10? • What are the structures you will put in place to support instructional strategies that motivate students to engage in learning Alg I? • [Refer to Strategies listed behind TAB 14] • For each structure, plan what formal feedback you will provide to move students into their ’zone of proximal development.’ • [See “Linking Formative Assessment to Scaffolding,” pp 1]

12. Planning Instruction Using KYVS Alg I(cont.) • What do you want the students to know and be able to do? • How will you know that they know and can do? • Formative • Summative • How will you use KYVS ALG I – what lesson and in what context? Will Spotlight on Algebra help? How? • How will you access prior knowledge? • What is the new learning? How will students keep track and/or organize this learning? • What form of student/teacher reflection will you use? [See Research Standards behind TAB 2]

13. Expectations for Next Steps • Look for Blackline Masters of Mathematical Literacy Strategies posted in ‘Course Materials’ of Spotlight on Algebra at http://www.kyvs.org/. • Connect to & Monitor Spotlight for Announcements, Current Research Information, and to share Discussion Board threads/materials. • Post and find KYVS Lesson Tracking Tools, Announcements on http://hybridalgebra.wikispaces.com/. • Make-up On-Line PD: Tuesday August 4, 2:00-4:00 on http://67.202.209.114. • Blackboard training: Louisville, JCTC, Aug 13, 2009, 8:30-3:30. • First On-Line discussion: Thursday, Sept. 17, 2009, at 3:30 – 4:30. • When needing assistance call or e-mail at any time.

14. Thanks for sharing your thinking – you will make a difference with your students! The Hybrid Algebra I Study captures the art & science of instructional best practices. Have an exciting opening of the 2009-2010 school year & see you August 13 & On-Line! It is going to be a great year!!!!!!