Phase I of the Transition Mathematics Project identified the College Readiness Math Standards, competency-based statements about what a student needs to know and be able to do in order to successfully transition to entry-level college (i.e., postsecondary) coursework in math or other studies requiring an understanding of math and avoid remediation upon enrolling in college in Washington state. The standards were developed by teachers and faculty from high schools, community colleges, and universities working together. The project was coordinated by the Office of the Superintendent of Public Instruction, the State Board for Community and Technical Colleges (SBCTC), the Council of Presidents, and the Higher Education Coordinating Board, with SBCTC serving as the lead agency.

The standards were built on the foundation of Washington state’s K-12 standards at the time, using the structure and content of the grade 10 standards as a jumping-off point. Following the initial work on the College Readiness Standards, TMP sponsored a related effort led by the state Office of Superintendent of Public Instruction to build Grade Level Expectations for grades 11 and 12 that create a “bridge” between the grade 10 EALRs and the College Readiness Standards. Additionally, the Transition Math Project reviewed existing national and international standards work, primarily Achieve’s American Diploma Project, David Conley’s Standards for Success project, and Oregon’s PASS project in developing the CRMS. TMP also used resource experts from Achieve and around the country to help examine the connection between the TMP standards and various national and international standards (including TIMSS and PISA).

The final standards were released in March 2006; TMP Phase II then built on the work in Phase I and focused on implementing the standards, including the development of curricula and teaching strategies, in K-12/higher education partnerships around the state.

Developing and enhancing the right student attributes can go a long way in determining math success. Taking personal responsibility for learning, a willingness to persevere in the face of time-consuming or complex tasks, attending to detail, curiosity, and being able to contribute to and benefit from group problem-solving are all essential to the successful completion of any math problem or course. Students begin developing these attributes early on in school, but often at varying levels of skill. And because math places a premium on these attributes, many students find they are in need of enhancement in one or more of these areas.

As our state’s remediation data bear out, too many students enter higher education – particularly 2-year institutions – needing basic skills. Because of this, the Transition Math Project led an intentional, statewide focus on student attributes using the Student Attributes for Math Success (collaboratively developed by Washington state math teachers and faculty as part of the College Readiness Math Standards) with the clear outcome of developing a rich array of easily accessible exemplar classroom resources and lessons learned in the form of rich case studies that promote replication, adoption, and continued refinements. TMP received a grant from College Spark Washington (http://www.collegespark.org/ ) in 2009-10 to support a coalition of high school teachers, college faculty and administrative leaders comprised of five demonstration sites around the state, building on existing TMP partnerships and work: Yakima Valley, Kitsap County (Olympic Peninsula), Seattle, Renton and Highline. The broad goal was to contribute toward improved student preparation for post-secondary success by deepening and extending existing curricular work and teacher professional development in support of implementing the Student Attributes for Math Success:

  • Demonstrates intellectual engagement
  • Takes responsibility for own learning
  • Perseveres when faced with time-consuming or complex tasks
  • Pays attention to detail

These attributes are a critical component of and foundation for the College Readiness Mathematics Standards developed by math teachers and faculty around the state as part of the Transition Math Project.The products, lessons learned and classroom materials in support of math attributes that have been developed through the SAMS work are available here.

A major part of the work in TMP was identifying (or developing) and making available to math teachers a variety of significant educational resources that might be helpful to them in their work around implementing the College Readiness Standards: for example, instructional materials, classroom assessment resources, readings focused on relevant issues (like standards-based grading), etc. This section provides an archive of many of those resources, either directly or through web links.

  • What Research Tells Us About Learning Mathematics [word doc]
  • Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School [pdf doc]
  • Air Balloon Demonstration [power point doc]
  • Bingo Spreadsheet [excel doc]
  • Credit Card Partial Answer [excel doc]
  • Air Balloon Demonstration Power Point [power point]
  • Glass Casting and Mathematics [pdf doc]
  • Enhanced Woods Course Curriculum Map [pdf doc]

  • Game Board Project Overview [word doc]
  • Final Project Board Design First Steps [word doc]
  • Game Board Project Plans [word doc]
  • Game Board Project Plans [xls doc]
  • Game Example (Give & Take) [word doc]
  • Unit 1 – Basics of Probability [word doc]
  • Unit 1 – Vocabulary – BOP [word doc] 
  • Unit 1 – Extensions – BOP [word doc]
  • Unit 1 – Self Practice Sheet – BOP [word doc]
  • Unit 1 – Classroom Activity Sheet – BOP [word doc]
  • Unit 2 – Understanding Probability [word doc]
  • Unit 2 – Vocabulary – UP [word doc] 
  • Unit 2 – Extensions – UP [word doc]
  • Unit 2 – Self Practice Sheet – UP [word doc]
  • Unit 3 – Gaming Probability [word doc]
  • Unit 3 – Vocabulary – GP [word doc]
  • Unit 3 – Extensions – GP [word doc]
  • Unit 3 – Self Practice Sheet – GP [word doc]

  • Student Activities – General Task Leadership Roles [word doc]
  • Student Activities – Certain Task Leadership Roles [word doc]
  • Student Activities – Participation Quiz Leadership Roles [word doc]

  • Final Project Plan [word doc]
  • Daily Plans [pdf doc]
  • Algebra 2 Sample Journal Ch. 1& 2 [pdf doc]
  • Art in Math Video Games [pdf doc]
  • Proportionality [pdf doc]
  • Recommended Materials [excel doc]
  • Got Math Journal Final [word doc]
  • Legacy Project Template [word doc]
  • Legacy Project Evaluation 2008-2009 [word doc]
  • Music and Math [pdf doc]
  • Agenda [pdf doc]
  • Summarized Project Description [word doc]
  • Go to project overview document [excel doc]
  • logic model worksheet [word doc] 

  • Algebra II Applications Lesson Plan Outline [word doc]
  • Algebra II Applications Module Unit Plan [word doc]
  • Algebra II Applications Scope [word doc]
  • Stopping Distance Descriptive Lesson Plan [word doc]
  • Project Vision Exercise [pdf doc]
  • Piping Offsets Problem [word doc]
  • Applied Math Project [power point doc]
  • College Readiness Standards in Piping Offsets Lesson Plan [word doc]
  • Gear Ratios Lesson Plan [word doc]
  • House Remodeling Lesson Plan [word doc]
  • 1 ½” Piping Offset Rise/Run Chart [word doc]
  • 2” Piping Offset Rise/Run Chart [word doc]
  • Spec Sheet for Fittings [word doc]
  • Piping Offsets Student Worksheet [word doc]
  • Applied Math - Construction Career Technical Education Piping Offsets Lesson Plan [word doc]
  • Enhanced Woods Career Technical Education Framework [pdf doc]
  • Enhanced Woods Course Curriculum [pdf doc]
  • Project Update [power point doc]
  • Session [power point doc]

  • First Quarter (7/1/2008 - 9/30/2008) BUDGET Report Form [excel doc]
  •  Second Quarter (10/1/2008 - 12/31/2008) BUDGET Report Form [excel doc]
  • Third Quarter (1/1/2009 - 3/31/2009) BUDGET Report Form [excel doc]
  • To complement the development and support of the local college/school district partnerships, TMP Phase II included a statewide effort to improve math testing for college readiness. Working through the University of Washington Office of Educational Assessment, one of the placement tests for math used by the state baccalaureate institutions, the Washington Math Placement Test, was modified and aligned to the College Readiness Standards to serve as a statewide college readiness test providing a "bright-line" distinction between students who are college ready and those who are not.

    This assessment, adapted in collaboration with faculty from state two- and four-year colleges and universities, along with K-12 teachers, was intended to provide a common performance standard for the foundational math skills needed to be ready for college-level math across all public higher education institutions in Washington (note: students needing to take more advanced math, like calculus, at college entry would need additional skills and thus additional placement testing).

    The original plan was to use the College Readiness Math Test (CRMT) with high school students in 10th- or 11th-grade to assess their readiness for college-level math and help diagnose any areas of college-level math preparation deficiencies; the state Legislature approved legislation to this effect in 2009 but the funding was suspended when budgets were cut and has not been re-instated as of the 2012-13 academic year.

    This section includes various resources and documents developed through the different efforts implemented to evaluate the work of TMP, either focused on the overall project or on the work done through one of the Phase II local partnership projects.

    One of the major aspects of the TMP work was to develop resources and templates that local schools could use in outreach efforts to students, parents, and communities around key messages concerning college readiness and expectations in math as well as general issues with respect to math preparation and achievement.

    One of the critical elements of the work in the Transition Mathematics Project to address math college readiness in Washington was to serve as a convener and catalyst in exploring powerful approaches and successful strategies, creating opportunities for the college faculty and high school teachers involved in the work of designing and implementing the College Readiness Math Standards to learn from each other and from outside expertise from around country.

    TMP addressed these roles largely through extended annual summer Institutes and occasional working retreats during the academic year, with a balance of presentations, hands-on work,and structured sharing and discussions; the mix and central focus of these events shifted over time depending on the overall project needs.In addition to showcasing work from TMP's own partnerships, these institutes and retreats included some extraordinary presentations and materials from a wide variety of significant math experts outside Washington, including Uri Treisman and Susan Hudson Hull from the UT Dana Center, David Foster from the Silicon Valley Math Initiative, Kay Merseth from the Harvard Graduate School of Education, and Dylan Wiliam from King's College in London, among others. This section includes the materials available from the various sessions and presentations at TMP institutes and retreats.

    2007 Summer Institute

    Documents

    2008 Summer Institute

    Presentations

    Documents

    Assignments

    Images

    LFF Articles

    2008 Fall Convening

    Documents

    2009 Summer Institute

    Documents

    Team Assignments

    Documents

    Videos

    2010 Summer Institute

    Documents

    In Service

    Documents

    Webinars

    Documents

    Miscellaneous Documents

    TMP Phase II focused on implementing the Washington College Readiness Math Standards (CRMS) developed in Phase I of the project through various local and regional partnerships across the state. These partnerships involved higher education institutions, mostly community and technical colleges, and K-12 school districts (sometimes regional Educational Service District--ESD--offices as well) addressing specific local needs and issues designed to enhance student success in math and improve students' transitions from high school to college.

    Specific activities ranged from communication efforts aimed at students and parents to instructional resources and materials geared to high school teachers interested in incorporating a focus on the CRMS in their classrooms; the resource materials and documents produced by the projects are available here to be used and/or adapted by anyone interested in this work.

    Whatcom
  • Whatcom Math Project [power point doc]
  • Whatcom County Math Survey - unpopulated version [word doc]
  • Whatcom Community College Placement Survey [word doc]
  • Yakima Valley
  • Yakima Valley Partnership [power point doc] [power point doc]
  • Yakima Logic Model [pdf doc]
  • Arrow Diagrams and Symbolic Representations 2009 session content [word doc]
  • YVP 2008 Summer Institute Agendas [word doc]
  • Multiple Representations with Technology 2009 session content [word doc]
  • Multiple Representations 2009 session flyer [word doc]
  • YVP 2008 Institute Follow-up flyer [word doc]
  • Yakima Valley Partnership Meeting with Uri Triesman (March 07) [word doc]
  • Project TIME
  • Project TIME Promotional Poster [pdf doc]
  • Transitions in Math Education [power point doc]
  • Opening Unit [pdf doc]
  • Game Theory Presentation [power point doc]
  • Module 1 - Graph Theory [pdf doc]
  • Module 2 - Planning Scheduling [pdf doc]
  • Module 3 - Voting [pdf doc]
  • Module 4 - Linear Programming [pdf doc]
  • Module 5 - Statistics [pdf doc]
  • Module 6 - Probability [pdf doc]
  • Module 7 - Fair Division [pdf doc]
  • Module 8 - Finance [excel doc]
  • Module 9 - Geometry [pdf doc]
  • Module 10 - Continuous Functions [pdf doc]
  • Module 11 - Game Theory [pdf doc]
  • Module 12 – Final Assessment Project [pdf doc]
  • Other
  • fifteen local partnerships [pdf doc]
  • Walk-through guide [pdf doc]
  • Enhanced Woods Career Technical Education Framework [pdf doc]
  • Enhanced Woods Course Curriculum Map [pdf doc]
  • Issaquah Math/CTE Connections Project [power point doc] [power point doc]
  • Math 081 Success Strategies - Shoreline CC course points [word doc]
  • Phase II Showcase [power point doc]
  • Script, Resources and Handouts- Spokane Area Curriculum Collaboration Presentation [word doc]
  • Math Pilot Study Report [pdf doc]
  • Continuing Education Connections and Collaboration Event (October 07) [word doc]
  • SW TIME [power point doc]
  • Showcase - Presentation [power point doc]
  • College Readiness Math Standards Document
  • down-loadable pdf version of Standards [pdf doc]
  • Prologue [word doc]
  • Standard 1 [word doc]
  • Standard 2 [word doc]
  • Standard 3 [word doc]
  • Standard 4 [word doc]
  • Standard 5 [word doc]
  • Standard 6 [word doc]
  • Standard 7 [word doc]
  • Standard 8 [word doc]
  • Washington State K-12 Math Standards HTML Version of WA K-12 Standard
  • Standards for What? The Economic Roots of K-16 Reform [pdf doc]
  • Module 12 – Final Assessment Project [pdf doc]
  • The Transition Mathematics Project (TMP) (2004-2009) was a public-private partnership designed to help students in Washington state successfully progress from high school math to college-level math. TMP identified the math skills and knowledge high school graduates need to complete college-level work, meet minimum admission requirements and avoid remediation upon enrolling in college. The project was coordinated by the Office of the Superintendent of Public Instruction, the State Board for Community and Technical Colleges (SBCTC), the Council of Presidents, and the Higher Education Coordinating Board, with SBCTC serving as the lead agency.

    The College Readiness Math Standards, released in March 2006, were developed by teachers and faculty from high schools, community colleges, and universities working together. The standards are competency-based statements about what a student needs to know and be able to do in order to successfully transition to entry-level college (i.e., any postsecondary-level education, not just baccalaureate institutions) coursework in math or other studies requiring an understanding of math.

    Phase I of the project developed the standards while Phase II focused on local implementation efforts and a statewide effort to address placement issues. Fifteen local K-12/higher education partnerships around the state focused on the development of curricula and teaching strategies, with the long-term goal of improving student preparation for college-level work in math, evidenced by a lessening of the need for remedial math and placement into higher level math-related coursework in college. The state-level work in Phase II addressed placement through a math “college readiness” test. This measure was designed to improve the existing math placement testing process by aligning a new screening tool with the new standards that would be used across all of Washington higher education. This work also includes developing a pilot diagnostic assessment tool, linked to the TMP College Readiness Standards, that would be available to students across the state.

    While maintaining our overall emphasis on math transitions and college readiness we shifted focus to the pre-college (aka developmental education) math curriculum at Washington post-secondary institutions, building on work accomplished through TMP as well as the Achieving the Dream colleges here in Washington. We partnered with the Washington Center for Improving Undergraduate Education to pursue an ambitious three-year program addressing these issues.