The Algebra I Online Program

Louisiana Department of Education/Louisiana Center for Educational Technology

Baton Rouge, LA
 

Introduction/Overview
Organizational Change
Budget & Finance
Professional Development
Technology Infrastructure
Outcomes
Evaluation
Contact Information
 

Introduction/Overview

The Algebra I Online Program is supported by BESE and funded by the state legislature to address the need of high-quality teachers and curriculum for algebra I, which is a gateway course for graduation. A planning team of Louisiana mathematics certified teachers met to discuss design, format, supplementary textbook selection, and implementation of the course. From the team, four members were selected to develop the online course. This Algebra I Online Program, part of the Louisiana Virtual School (LVS), is a Department of Education initiative that provides Louisiana students with a certified and qualified algebra I instructor and with a high-quality algebra I curriculum through a year-long, web-based course. This new distance learning opportunity utilizes the Web, e-mail, and other online and offline resources to provide algebra instruction to students across the state. There are several benefits to participating in the Algebra I Program. Districts/schools have a certified teacher providing online instruction to students. The classroom teacher receives support/mentoring throughout the project and participates in a strong professional development program (face-to-face and online) that will build capacity for strong mathematics instruction. Students have access to a high-quality, technology-supported algebra I course developed by a team of outstanding mathematics educators. The Algebra I Online Program targets rural and urban districts having schools with one or more sections of algebra I taught by an uncertified mathematics teacher. In addition, districts desiring to provide certified teachers access to pedagogy training and mentoring in order to build capacity for strong mathematics instruction are eligible to participate.

The project was funded in July 2002 and implemented in August 2002. On an annual basis, interested districts apply on behalf of schools. Selection of participants is based on need of high-quality teachers and enhancement of algebra I curriculum. The 2004–2005 year is the third year Algebra I Online is offered. The goal of the program is to provide secondary, mathematics-certified online instructors to districts with algebra I sections taught by uncertified teachers. The uncertified teachers are mentored by the certified teachers and are offered professional development opportunities (online and face-to-face) throughout the year to help them with their pursuit of math certification. One indicator of success would be the number of classroom teachers who become certified in secondary mathematics. The Algebra I Online Program is aligned to the National Council of Teachers of Mathematics (NCTM) standards, Louisiana state content standards and benchmarks, and Grade Level Expectations (GLE’s). Students use graphing calculators, calculator-based laboratories (CBLs), probes and sensors, and digital tablets and pens. The program uses real-life applications and makes the connections between math and the real world. Another indicator of success would be an increase in student achievement. One component of the project evaluation that is in the final stages is standardized test results.

Organizational Change

The Algebra I Online Program is supported by BESE and funded by the state legislature to address the need of high-quality teachers and curriculum enhancement for algebra I. A planning committee was formed in 2002, a project coordinator and technical specialist were appointed, and writing teams consisting of Louisiana math teachers were selected for development of the course. Information and applications were disseminated to the districts through the superintendents and district math coordinators. Applications were posted on the LVS Web site for district participants and certified secondary mathematics instructors, and technology tools and textbooks were purchased. Applications were reviewed and schools and online instructors were selected. The project’s staff members work with the district and school contacts on selection of teachers and students, teacher professional development, and yearly procedures. Site visits are completed by staff members and an Algebra I Online planning meeting is held each year with the district and school personnel to discuss progress and plans for the next year, the importance of teacher and student selection, and professional development requirements for classroom teachers. The primary goals of the project are to increase student achievement and build the classroom teacher’s capacity for strong algebra I instruction.

Budget & Finance

State funding of $500,000 was allocated for the Algebra I Online 2004–2005 Program. There is no charge to the districts for participation, and the funds are budgeted for project staff and online instructors’ salaries, textbooks, workbooks, technology tools (graphing calculators, CBLs and probes, screen capture tablets), professional development, software applications, and site visits. Course revisions are completed each year based on changes and updates to state standards and curriculum correlations, and software tool licenses may be upgraded or renewed.

Professional Development

Online Algebra I instructors complete an online professional development course each summer and topics focus on successful online instruction. A goal of the project is to provide the classroom teacher with (a) the opportunity to extend his/her knowledge of algebra I and understanding and skills for teaching algebra I; and (b) the support/tools needed to facilitate the in-class algebra learning activities. Classroom teachers attend a summer orientation with the online instructors to determine roles and responsibilities, grading policies, and classroom and online management. Classroom teachers attend a face-to-face professional workshop every quarter. Topics vary, e.g.,focus on the basics of the use of the technology tools, strengthening mathematics pedagogy, Praxis preparation, and using standardized test results to individualize instruction. A university online mathematics credit course available to all teachers parallels the Online Algebra I Program’s topics and was developed and is facilitated by the university math professor who is one of the online course writing team members.

Technology Infrastructure

The districts are required to provide the technical infrastructure that will support the Algebra I Online Program and to provide each student with a unique e-mail address for the purpose of corresponding with the online instructor. The project funds the purchase of application and software licenses for effective operation of the online course, and the project’s technical specialist provides the districts with any assistance needed to install, upgrade, or prepare their hardware to implement the online course. Site visits are made on request. Discontinuation of production on certain models of the technology tools could require additional purchases of upgraded models.

Outcomes

Indicators of success for the project would be the number of classroom teachers earning math certification, positive results on student achievement and administrator, teacher, and student satisfaction surveys. Six districts participating this year were in the project last year. One of last year’s classroom teachers earned certification in the summer of 2004. A project evaluation is now being completed for the 2003–2004 year and information about standardized test data results will be included in the report.

Evaluation

The elements critical to the success of the program are the careful selection of students and teachers participating in the program and a dependable infrastructure in the school. Because of the online environment, students selected to participate should be independent learners, have good reading and writing skills, and willing to ask for help. The classroom teacher must be dedicated to the project and the academic success of the student, and willing to work closely with the online instructor. The in-class teacher serves an integral role in the project as the site-based facilitator and co-instructor. The infrastructure should have dependable Internet and e-mail access. We are pleased with the outcome and results of the project. Ongoing professional development is very important for the teachers. Students also utilize technologies, such as the graphing calculator, CBLs/probes, digital tablet and pen, e-mail, etc. With the high-quality online curriculum and daily use of technology for problem solving and data analysis, teachers will need training to prepare them to be comfortable working in this learning environment.

Contact Information

Dianne Gauthier
Dianne.Gauthier@la.gov
225-763-8604