u/Big_Tommicut_314

How does your school handle students who want to skip over Algebra 1? Our 8th grade has 2 levels: 8th grade math and Algebra 1. There is a cohort of about 25 students (their parents, really) who want them to skip Algebra 1 and go right into Geometry like their peers who took Algebra 1 in 8th grade. In this community parents won't take no for an answer.

For reference I'm in the US, New England specifically. I am picking up the pieces of the choices of my district's central administration. Well there's about 4 of us picking up the pieces. The district implemented a new middle school math curriculum and one year later combined the math science department heads at middle/high school into STEM. The math guy left and the science guy absorbed the responsibilities, so we're trying to help him out figure out this shit show. Prior to implementing the new curriculum this wasn't as much of an issue because we used a home grown curriculum where 8th grade math and Algebra 1 were more aligned. Now they're not even close.

As a 1-year patch we actually created a semester course to bridge their gaps that they can take concurrently with geometry. 5 of the 25 students can't fit it into their schedule because it conflicts with a music course, or something. We are talking about creating an asynchronous course that students can do at home, and they will have check-ins with me and a few in-person exams. I can build it out on delta math and create a course in our LMS with recorded video lectures. We need to cover: some solving linear equations, systems of linear equations, functions, and quadratics. Does anyone know of something online and free that is already made? We can't use Khan Academy.

Anyone make the leap to a full time curriculum administrator role? Do you miss teaching in the classroom? Does it get lonely?

I've been teaching HS math for 14 years, about to start year 15. I plan on staying in this district until I retire in 21 years (If I go for maximum pension in my state). The position of STEM supervisor middle/high school 6-12 is going to open up in 1-2 years. It is a full-time administrative role, and I would be completely out of the classroom. The role manages the curriculum, supplies, runs dept meetings, evaluates teachers per the state eval system, attends lots of meetings, and probably 100 other things I'm not thinking of. They working with the HS and MS administration and the Assistant Superintendent. This position keeps turning over every 2-3 years due to a variety of factors. So it's been difficult to make any forward progress in the math department.

I have to really think about if I want the job, or if I just want a good and consistent person in that role. I teach as an adjunct at a community college too so I could get my classroom teaching fix there still. I have been doing an internship this summer with the HS principal and the current STEM director and I do like the work. I feel like I could make a positive impact in the district. I don't mind the tedious supply ordering and sorting it all out by teacher, because I feel like I am setting the teachers up for a successful year.

Anyone make the leap to a full time curriculum administrator role? Do you miss teaching in the classroom? Does it get lonely?

I've been teaching HS math for 14 years, about to start year 15. I plan on staying in this district until I retire in 21 years (If I go for maximum pension in my state). The position of STEM supervisor middle/high school 6-12 is going to open up in 1-2 years. It is a full-time administrative role, and I would be completely out of the classroom. The role manages the curriculum, supplies, runs dept meetings, evaluates teachers per the state eval system, attends lots of meetings, and probably 100 other things I'm not thinking of. They working with the HS and MS administration and the Assistant Superintendent. This position keeps turning over every 2-3 years due to a variety of factors. So it's been difficult to make any forward progress in the math department.

I have to really think about if I want the job, or if I just want a good and consistent person in that role. I teach as an adjunct at a community college too so I could get my classroom teaching fix there still. I have been doing an internship this summer with the HS principal and the current STEM director and I do like the work. I feel like I could make a positive impact in the district. I don't mind the tedious supply ordering and sorting it all out by teacher, because I feel like I am setting the teachers up for a successful year.

TL DR version: If you were teaching statistics online but still had 2.5 hours per week with your students in-person, would you use activities from Active Statistics? The students did not do well on the Accuplacer test (hence the extra time for integrated support).

The community college where I teach has embraced the corequisite model for students who would have, in the past, taken a semester(s) of remedial/developmental math. I taught College Algebra with Integrated Support last spring in an online/asynchronous format. The fully in-person model meets essentially as one course for double-time, roughly 6 hours per week rather than 3.

This fall I am teaching Intro to Statistics with Integrated Support in a hybrid format. The course is online and meets one night a week for 2.5 hours. The math department has done a lot of prep for shifting to this model and has a MyMathLab course built out for it using Triola's Elementary Statistics. I'm just starting to prep for the course but my plan is to use the resources already created on MyMathLab and create videos for the lecture-portion. For the in-person component I want to set aside time for help with homework and pre-requisite skills. Plus I'll hold exams during that time. I want to do an activity each class meeting to make learning more active. I saw Active Statistics mentioned in a thread somewhere, are the activities useful?

I have only been teaching as an adjunct for a year but have taught HS math for 14. I've never taught Statistics and it's the area of math I'm the least confident in my own knowledge. I've had to take on high school electives outside of my comfort zone before so I'm not worried about it, I know the Stats I've just never put it together and taught it before, and teaching something really solidifies ones understanding of it. I think I might actually be good at it since I'll be solidifying my own understanding as I go through the curriculum.