1. Boyd County High School UDL and RTI Algebra I and Transitions to Algebra

2. Completing a challenging mathematics curriculum is essential to being prepared for postsecondary education. As more states increase their high school graduation requirements in mathematics and as the number of students in these states who cannot pass the state algebra course increases, more students will not receive high school diplomas. Algebra I is the key -and the barrier - to students’ ability to complete a challenging mathematics curriculum in high school. Greater percentages of high school graduates are enrolling in postsecondary education programs that require completion of higher levels for graduation. According to Southern Regional Education Board (SREB) Benchmark 2000 series, in every SREB state more than 20 percent of students entering two year colleges needed remedial courses in mathematics. The highest remediation rate was more than 70 percent.

3. Goals To create a mathematics classroom learning environments that allow students with widely varying abilities and backgrounds the opportunity to access the general Algebra I curriculum and achieve the academic content standards that have been established for all students To develop learning environments that utilizes technology and multiple intelligences for delivery of research-based instructional strategies in Algebra I; To document the successes and challenges of technology integration with research-based instructional strategies in mathematics; To observe and document the increase in student achievement when technology tools and research based practices are employed to change the learning experiences of the students in high school Algebra.

4. Freshmen students entering Algebra I from Boyd County Middle School were assessed in Spring 2008 using the GMADE (Group Mathematics Assessment and Diagnostic Evaluation), a norm-referenced group diagnostic mathematics test that measures individual skills in the main areas of math. Data collection provided a baseline data for evaluation of the RTI plan implementation. Using a triangulation of assessment data, students were placed in the appropriate course, Honors Algebra I, Algebra I, and or Algebra I Math Lab. (Group Mathematics Assessment and Diagnostic Evaluation)

5. Algebra Math Lab The Algebra Math Lab (Transitions to Algebra) is an instructional program was designed using a model presented at the 2008 High Schools That Work conference. This class will provide a block course of intensive, supportive instruction during the first semester for struggling students. Coursework in the Algebra Math lab is based on the Southern Regional Educational Board 17 readiness indicators for Algebra I. Students will be placed in an Algebra I block during the second semester, allowing them to continue advancing at the same pace as their peers.

6. Boyd County High School incorporates collaborative settings for mathematics instruction for special needs students. Special Education students in the collaborative Algebra I course will receive frequent assessment in the form of math probes, support and assistance aligned with the Pyramid of Intervention. All students will be formally assessed mid-year and again in the spring of 2009 to modify RTI activities and for final evaluation of the project design. Collaborative Algebra I

7. Instructional Sequence Concrete. In the concrete stage, the teacher begins instruction by modeling each mathematical concept with concrete materials (e.g., a variety of manipulatives) Representational. In this stage, the teacher transforms the concrete model into a representational level, which may involve drawing graphic representations; using circles, dots, and tallies; etc. Abstract. At this stage, the teacher models the mathematics concept at a symbolic level, using only numbers, notation, and mathematical symbols to represent the number of circles or groups of circles. The teacher uses operation symbols..

8. Kentucky Educational Development Corporation Response to Intervention Professional Development Series Participation of district level staff will lead our district team through a “discovery” process about the essential components of RTI with an expected outcome that our district team will systematically share information and lead the development of an instructional intervention system to meet the needs of our students. Teams will develop district action plans for exploration, capacity building, and implementation steps. The RTI Guide: Developing and Implementing a Model in Your School by John McCook, Ed. D. and the NASDSE publication Response to Intervention: Policy Considerations and Implementation are resources which will be used in this work. Two grant participants attended the initial training in Lexington, Thursday and Friday, September 4 and 5.

9. Pairing research-based instructional strategies in Algebra I instruction with UDL design will allow us to improve how we create a manageable system for differentiating mathematics instruction and assessment using learning styles and multiple intelligences. Boyd County High School is committed through district and school improvement plans and current funding structures to change classroom cultures by providing teachers with high-quality professional development around best practices and technological integration. Currently, Boyd County High School Math teachers are involved in professional trainings including the Committee for Mathematics Achievement Kentucky Center for Mathematics and the Partnership Institute for Math and Science Education Reform (PIMSER) at the University of Kentucky.Committee for Mathematics Achievement Kentucky Center for MathematicsPartnership Institute for Math and Science Education Reform (PIMSER)

10. Boyd County School district has committed to support the design and refinement of a Pyramid of Intervention specifically designed for Algebra I and Transition to Algebra students through participation in the Response to Intervention Professional Development Series The instructional intervention system will be designed to support and meet the needs of the students in our district. Success in Algebra

11. Our initial Algebra I Pyramid of Interventions (below) which includes technology requested through our UDL grant proposal will be explored, refined, improved and implemented. Formative Assessments Common Assessments Instruction based on Multiple Intelligences Electronic Access to Textbook Resources Instructional Use of Document Camera Online demonstrations Use of TI Calculators and TI Navigator system Scientific/Research Based Instruction Frequent Progress Monitoring Freshman Academy Team Structure GMADE Assessment Teacher Website Block Scheduling Extended School Services Peer Tutoring Special Education Testing/ Modifications and Adaptations Referral to Boyd County Central Alternative Placement Summer School Greater Frequency of Progress Monitoring Behavior Interventions Intense Focus on addressing Multiple Intellligences in Algebra Math Lab Course Tier 2 Targeted students participate in learning that is in addition to Tier 1: Tier 1 All Students participate in general education learning based on the Ky. Mathematics Core Content Standards and Program of Studies that includes: Tier 3 Targeted students participate in leearning that is in addition to Tier 1 and 2. AVID Class Course Successmaker Math Intervention

12. Everyone Passes Algebra Training The district plans are to schedule training in a multi- faceted approach to teaching Algebra We know that success in Algebra I is essential to prevent dropouts and allow students to be successful in the increasing math requirements. The link above describes the summer program, however, the option we plan to use during the school year involves 3 days of training for the 8th grade math teachers, regular Algebra I, Transition to Algebra I, Algebra I and SPED collaborating teachers. There are follow-up onsite visits that will take place after that.

13. TI-Navigator™ TI-Navigator™ T he TI-Navigator system creates a connection between students and educator wirelessly networking each student’s graphing calculator to the classroom computer. Research shows that effective use of the TI- Navigator system and graphing calculators improves student engagement, understanding and performance. Educators can: Track the progress of individual students or the class in real time View student coursework, check problem solving techniques and guide performance Use instant feedback to create a dynamic learning environment proven by research* to increase student success TI-Navigator system's integrated approach is based on: InstructionInstruction that becomes more dynamic, intimate and intuitive in a more connected and collaborative classroom AssessmentAssessment of student comprehension that can be performed at any point to monitor progress and instantly adjust instruction ContentContent that is standards-based, fast and easy to deliver, and designed to promote an engaging, interactive classroom

14. Successmaker Math District funding will purchase subscriptions to Successmaker Math, a online differentiated mathematics intervention course which enables teachers to give one- to-one support to a wide spectrum of students who have difficulty with grade-level math concepts. Targeted students will participate in the computer-based program during after-school ESS, and as part of classroom individualized instruction. Experts in the field of mathematics instruction advised Pearson on the design of the program to ensure its structure, scope, and sequence align with current research and the program is aligned to the standards of NCTM.