http://www.algebra.org/articles/Bob_Moses-UTM_Article-Third_American_Revolution.pdf

Algebra Project Teacher Professional Development Institute

The Algebra Project invites you to a 2-week intensive Teacher Professional Development Institute this summer, from July 19-31, 2010 at Southern Illinois University in Carbondale, IL.

• Week One (Monday – Saturday, 6 days) will focus on the Experiential Learning of participants: exploring key experiences and associated concepts in the Algebra Project’s high school instructional materials.

• Week Two (Monday – Friday, 5 days) will focus on Practice and Reflection: observing and discussing Algebra Project demonstration classes in a modified Lesson Study format.

Experienced Algebra Project Teachers, Professional Development Specialists, and Materials Developers will facilitate the sessions of the Institute.

Each afternoon will provide opportunities for reflection and representation of what is being learned.  Additional math content sessions will be available some evenings, as well as activities designed to build and strengthen the Algebra Project Teacher Community.  For example, some sessions will focus on inquiry in the classroom; others will introduce teachers to online communication technologies.

Note that there will be two concurrent sessions at the PD Institute:
1. Teachers who are new to the Algebra Project will work with Year 1 Algebra materials:
Trip Line, Road Coloring and Racing Against Time.
2. Returning Algebra Project Teachers will work with Year 2 materials:
Geometry, Polynomials, and Winding Games.

At times, both groups will work together on Algebra Project pedagogy, classroom management, lesson planning, and study of effective classroom practice.

The Algebra Project welcomes teachers, administrators, math coaches and/or university faculty who are either currently using or supporting the use of Algebra Project high school materials, who are developing a new site, or want to “jumpstart” a new site (please see contact people below for information on new site design and planning processes).

Logistics
Housing, meals and meeting space will be provided at the Southern Illinois University (Carbondale campus).  Amenities on the Southern Illinois Campus include a gym, multiple dining options, and easy access to Shawnee National Forest, The Shawnee Hills Wine Trail, libraries, and other cultural events. For more details see: http://www.siuc.edu/visitor/

Tuition: $3,500 per person.*  This includes registration, housing, meals, materials, and access to all University amenities, gym, Internet access.  Local sites also are responsible for providing transportation to/from the institute. The nearest airport is St Louis Lambert Airport (STL): the Institute will provide transportation between the airport and Southern Illinois University at the beginning and end of the institute.

Local sites are also responsible for any stipends for participating teachers.

*Registration and Tuition Deadlines
• By May 7, 2010 – Regular Registration & Tuition Payment Due: $3,500.

• By May 28, 2010 – Late Registration : 10% surcharge: $3,850.
o Registrations postmarked after May 7, 2010 and before May 28th must include a 10% surcharge on tuition.
• We cannot guarantee availability of slots for tuition payments postmarked after May 28th, 2010.
o Tuition fees for any unaccepted registrations will be returned to sender.
• June 15, 2010– Final Info Letter and Pre-work Packet circulated to confirmed participants.

For more information, please contact:
William (Bill) Crombie, AP Professional Development Specialist, bill@algebra.org
Maria Rosario, AP Administrative Coordinator, 617-491-0200, 2010summerpd@algebra.org

Please circulate this announcement freely to others interested in the Algebra Project, and encourage them to contact us regarding the institute.

~ Circulated on behalf of the Summer 2010 AP Teacher PD Institute Leadership & Operations Teams:
• William Crombie, the Algebra Project, Inc.
• Greg Budzban, Department of Mathematics, Southern Illinois University
• Laura Roop, School of Education, University of Michigan
• Marian Currell, San Francisco Unified School District
• , the Young Peoples’ Project, Inc.–Chicago, IL
• , Thurgood Marshall Academic High School, San Francisco, CA
• Lynne Godfrey, Boston Teacher Residency Program, Boston Plan for Excellence, Inc.
• Maria Rosario, the Algebra Project, Inc.

In Gratitude:
The Algebra Project, Inc. would like to especially acknowledge Southern Illinois University—Carbondale Campus for co-hosting this AP Teacher PD Institute, and, the National Science Foundation, Discovery Research K-12 program for contributing grant support.

Candidates for the 2010 AP PDPD Institute should have:
1.    Participated in a National Algebra Project Teacher Institute.
2.    At least “one year of teaching or support experience within an Algebra Project high school classroom.
3.    Demonstrated some form of leadership in your professional practice, locally or nationally.

After completion of the institute it is expected that PDPD participants will provide:
1.    On-going PD for AP teachers at their local site.
2.    Provide PD support to the AP network regionally and or nationally.

Candidate nomination and selection process:
This program announcement is being distributed to various stakeholders-High School Administrators, teachers, University Partners, and Algebra Project Functional Groups within the AP network.  These stakeholders are invited to participate in the nomination process for candidates to the 2010 PDPD Institute. Since the number of participants at a PDPD Institute is limited to twelve, AP sites are invited to submit no more than three candidates.  Selections for attendance to the Institute will be made by the PDPD Leadership team in consultation with stakeholders from nominating sites.

Program costs:
Fees for participation are $3000 per person.  This includes registration, housing, meals, materials, and access to all amenities.  Participants are responsible for flying into Saint Louis International airport. Stipends are the responsibility of either the participants sponsoring organization or their school districts.  The Algebra Project will provide ground transportation between the Saint Louis International airport and the SIU campus.

for more information please send your inquiry to 2010pdpd@algebra.org

5:00 AM on 02/01/2010

Omo Moses could be called a product of activism. His parents were both civil rights leaders in Mississippi during the 1960s, then relocated to Canada to avoid the Vietnam War draft. From there, they moved to Tanzania where Moses was born. His full name, Omowale, is the same name the people of Nigeria gave to Malcolm X when the civil rights leader journeyed there. This is a fact Moses would later learn on his own.

“I said [to my parents], ‘Why didn’t ya’ll tell me this?’” Moses said, laughing. “I might’ve felt a lot better about it.”

Moses’ parents eventually moved back to the U.S., where his dad Bob Moses, received the MacArthur Foundation “Genius Award.” His father started the Algebra Project, a program that helps low-income and minority students attain mathematical skills needed for college. Omo Moses and his siblings automatically became a part of the project, too.

“As early as eighth grade, we were tutoring kids,” the 37-year-old said.

Following in his father’s footsteps, Moses helped create a similar program in 1996 called the Young People’s Project, where students empower other students through math. Each year, the organization trains and employs 500 high school and college students (through a small stipend) to teach math to 5,000 elementary- and middle-school students and community members from Mississippi to California.

“What we exemplify is the type of work that young people can do to accelerate themselves and support other young people to accelerate themselves,” says Moses, the program’s executive director.

Moses and his team are also involved in other educational initiatives, including a group called Quality Education as a Constitutional Right. This initiative aims to create a national conversation about a proposed constitutional amendment that could guarantee that all children have the right to a quality education.

“Whether you get an amendment or you don’t, the goal is about shifting education,” Moses said. “No matter how many kids we help improve test scores, as an organization, we still have to help kids who the system is failing.”

Moses speaks like a true activist, following in the path of the great men who share his name.

The cohort model was developed at Lanier High School, Jackson, MS.   Beginning with those students who took Algebra I with the Algebra Project in 2002-03, the project kept together a group of students, who took math every day in long periods.  The graphs below show the results at Lanier High School, where the first cohort graduated in 2006.  The features of the model are based on work at Lanier and are the result of collaboration among teachers, students, Algebra Project members, and university mathematicians and math educators (see COHORT MODEL).

The project has established six 9^th grade cohorts in four schools: Crenshaw and Franklin High Schools in Los Angeles, CA; Mansfield High in Mansfield, OH; Eldorado High in Eldorado, IL; and Ypsilanti High in Ypsilanti, MI. With this grant, the Algebra Project holds itself accountable to radically transform the lives of additional students who have so far not been reached by education reforms, and to stimulate the interest of educators across the nation in this model.

Goal for National Impact of the AP’s Cohort Model: to demonstrate how students who enter high school performing in the lowest national quartile in mathematics can accelerate their learning, pass state and national (ACT/SAT) exams, and be prepared for college mathematics.

Algebra Project Cohort Model core features:

• students take math together for four years (gr 9-12), in

• daily 90-minute periods, using

• Algebra Project instructional materials, and participate in

• locally developed & designed after-school and summer institutes for math and language arts.

Additional recommended cohort features:

• Local community groups support the intervention;

• Students receive group and/or individual psychological support from counselors;

• Students receive support for college and career choices;

• Students are introduced to the wider culture through group experiences.

Building community:

• Algebra Project networking websites in use by teachers, mathematicians and professional development specialists for information sharing, and collaborative development and dissemination of instructional materials;

• teaching community (local and national);

• cohort site network: opportunities for sites to collaborate, exchange best practices, and learn from each other.

Developing a peer culture:

• classroom experiences to develop self-efficacy as well as concern for other’s growth in the mathematics class;

• becoming Math Literacy Workers (teaching math to others) through the Young People’s Project (YPP);

• providing workshops for adults or younger students;

• math competitions.

This work is being supported by the National Science Foundation, Discovery Research K-12 award #0822175

Creating a Grassroots Movement to Transform Public School

Theresa Perry, Robert P. Moses, Ernesto Cortés Jr., Lisa Delpit, Joan T. Wynne

A passionately argued case for a new civil rights movement—centered on schools

Legendary civil rights leader and education activist Robert Moses
invited one hundred prominent African American and Latino intellec-
tuals and activists to meet to discuss a proposal for a campaign to
guarantee a quality education for all children as a constitutional
right—a movement that would “transform current approaches to edu-
cational inequity, all of which have failed miserably to yield results for
our children.” The response was overwhelming, and people literally
started organizing on the spot.
This book-emerging directly from that effort-includes a fierce, elo-
quent call by Moses for a new approach to school reform. He argues
that the crisis in public education for children of color won’t be solved
by bureaucratic fixes but only by a grassroots, popular movement
modeled after the civil rights movement.
Latino organizer Ernesto Cortés tells us about the realities of organiz-
ing based on the success stories of grassroots change in Texas. Lisa
Delpit shows us the key features of culturally grounded quality educa-
tion. Other eminent educators, historians, and legal experts lend their
voices to this groundbreaking book.

Theresa Perry is professor of education at Wheelock College in Boston and coeditor of The Real Ebonics Debate.

Robert P. Moses is the winner of many awards including a MacArthur fellowship and a Heinz Award in the Human Condition.

Ernesto Cortesis director of the Southwest Regional Industrial Areas Foundation.

Lisa Delpitis a professor at Florida International University and author of Other People’s Children.

Joan T. Wynne is the Associate Director of the Center for Urban Education & Innovation at Florida International University College of Education.

Available June 30, 2010
$16.00 PAPERBACK
978-0-8070-3282-4

You can purchase the book through Beacon Press

Legendary civil rights leader and education activist Robert Moses invited one hundred prominent African American and Latino intellectuals and activists to meet to discuss a proposal for a campaign to guarantee a quality education for all children as a constitutional right –
a movement that would “transform current approaches to educational inequity, all of which have failed miserably to yield results for our children.” The response was overwhelming, and people literally started organizing on the spot.

This book – emerging directly from that effort – includes fierce, eloquent call by Moses for a new approach to school reform. He argues that the crisis in public education for children of color won’t be solved by bureaucratic fixes but only by a grassroots, popular movement modeled after the civil rights movement.

The Young People’s Project – whose work is an outgrowth of the Algebra Project and informed by the work of the Student Non-violent Coordinating Committee (SNCC) – is embarking on a nationwide ‘We The People Tour’ with stops at prominent universities and communities across the country. The goal of this tour is to promote the philosophies found within the newly released QECR book and to spark a national conversation about the need for high quality education as a civil right for all public school students around the country. Through the tour YPP hopes to engage students, parents, teachers and communities around the idea of Quality Education as a Constitutional Right.

The Young People’s Project has for 13 years worked to get young people moving around their education. They do this by empowering the young to learn, teach, lead and organize around math literacy. The QECR campaign has offered young people at YPP a space to begin working towards influencing local education policy in their communities. Currently students at YPP are using multimedia to document their educational experiences and create a new narrative about themselves as public school students. They are also working towards a resolution in the city of Cambridge, Massachusetts that says that all children are deserving of a high quality public school education and that there should be a Constitutional amendment that ensures this. The language of the Resolution will be informed by students through a visioning process where students are asked to produce a collective vision for high quality education in Cambridge.

YPP with the help of AP is working to get young people at the front lines of education policy and advocacy; by grooming them to become lobbyists for the quality of education they are given. Through the book tour and the local work we feel this can be done. Please visit www.qecr.org for more information on ways to connect to the tour.
To read more about the book and to place an order, go to Beacon Press. { http://www.beacon.org/productdetails.cfm?PC=2116 }

June 19-26: PDPD Institute at Southern Illinois University, Carbondale, IL

July 9-30: AP Teacher PD Institute at Southern Illinois University, Carbondale, IL (year 2 materials)

August 16-20: AP Teacher PD Institute, Math for America-Los Angeles, at USC

August 23-27: AP Teacher PD Institute at Boys & Girls High School, Brooklyn, NY (year 2 materials)

August 30-September 3: AP Teacher PD Institute at BGHS, Brooklyn, NY (year 1 materials)

**Bob Moses is leading an Algebra Project program for 100 rising 9th graders at BGHS, during a summer student academy at the school from July 6-29, 2010, with assistance of teachers and tutors from Bard College and New York University, and a Hamilton College intern.

William Crombie is the director of professional development for the Algebra Project, Inc. Since 1990 Mr. Crombie has been involved in the development and delivery of curriculum and professional development programs for the Algebra Project at both the middle and high school level. He has worked as a PD specialist and a site development consultant to a number of U.S. school systems and communities in their efforts to establish local algebra projects: Boston; Cambridge; Chicago; Louisville; Los Angeles; Milwaukee; Marlboro County, SC; Plainfield, NJ; and New York City. From 1994 to 1997 he was director of the Chicago Algebra Project. He holds a BA in both mathematics and physics from Rutgers University and an MS in physics from Brown University.

Algebra Project welcomes new member to the Board of Directors — Dr. James Donaldson, Dean of the College of Arts and Sciences at Howard University

James A. Donaldson earned his B.A. degree (cum laude) in mathematics from Lincoln University (PA) in 1961, and his M.S. and Ph.D. degrees in mathematics from the University of Illinois at Urbana-Champaign in 1963 and 1965, respectively. Donaldson’s career in higher education includes teaching, research, service, and administration. He was a faculty member of the mathematics department at Southern University, University of Illinois at Chicago, and the University of New Mexico and a visiting professor at the University of Ferrarra (Italy) and Duke University. During part of the 1998-1999 academic year, he served first as Acting President and then as Interim President of Lincoln University, his alma mater. Donaldson is a member of the Board of Directors of TransAfrica (DC Chapter) and the Davis-Putter Scholarship Fund. He serves on several committees of mathematical and scientific organizations and has been a steadfast advocate for full participation in society by members of all groups, especially women and people living on the margins.