Transition Mathematics Project

• Select and fund local partnerships based on an RFP process.
• Develop a core leadership team for TMP-II comprised of leaders recruited from the local/regional partnerships and Phase I participants.
• Form a placement advisory team to assess needs and propose strategies for math diagnostic and placement testing.
• Design customized cross-sector professional learning commuynities within local regions.
• Identify local leaders, develop their expertise on standards-based work and provide online and print resources to support the work.
• Convene the core team members for an intensive three-day institute to explore the latest research and best practice models on standards-based instruction in math and review/critique the local partnership design / implementation plans.

• Provide technical assistance to local math leaders and content experts designing vertically aligned sets of problems based on the College Readiness Standards.
• Design a standards-based 11/12 math bridge course as an alternative to traditional pre-calculus/calculas sequence.
• Create an online database of aligned math examples.
• Develop a model for the dissemination of math case studies as a professional development strategy.
• Produce a set of video-based lessons and facilitator guides to model standards-based teaching strategies (specifically targeting under-served populations).
• Coordinate state/local linkages (using both face-to-face meetings and electronic media) to maintain focus on action plans.
• Initiate regular cross-sector and cross-partnership sessions for teachers involved in TMP-II to share ways of representing key mathematics concepts, strategies for solving standards-based problems, and ways to address student misconceptions.

• Pilot aligned math placement. strategies in select regions.
• Pilot model curricula in select regions
  Conduct cross-sector classroom teacher/faculty visitations, including team teaching, modeling lessons and observations.
• Incorporate standards-based instructional materials into 11/12 bridge course team-taught by K-12 and college faculty.
• Gather student work on vertically aligned sets of problems based on select strands of the new 11/12 GLEs.
• Convene a 3-day institute to analyze local outcomes and share best practices and implementation strategies.

Key Activities:

• Share project results statewide through publications, studies, conference presentations, local institutes and seminars.
• Produce model curricula and distribute statewide.
• Make available for pilot-testing a math placement tool aligned to the College Readiness Standards and developed by a cross-sector team of faculty.
• Convene a best practice institute showcasing results and implementation strategies.
• Develop a policy brief and share across the state with local leaders.
• Implement data collection strategies and protocols to mine and interpret data related to project goals and to drive instructional change.