**Location Specifics:** Usually at a high school.

**Dates and Times:** 4 days; 7:30 am – 4:30 pm with a 45 min. lunch. Lunch is provided for most workshops. On the last day, the workshop will end at 2:30 pm.

**General Information: **Graduate credit will be available from Colorado State University if you wish. Typical cost for 3 semester credits is around $225. The Geometry in Construction curriculum is National Math Standards aligned.

**What is Provided:** Each participant will receive:

**A printable file**of the Math and CTE curriculum. The curriculum has the teacher’s manual that includes all activities, lesson plans, and assessments. The teacher has copyright permission to print the 1200+ page curriculum as needed for their classroom use.**The student textbook**problem bank (used instead of a textbook).as the teacher has permission to copy the student problem bank, included in the printable file, as needed for each of their students.*Additional student books are not needed***“The Teacher’s Toolkit”**via password access. This online resource will be available to help participants review the program after the workshop is over. Topics include how classroom activities are conducted, cooperative group training, team building, and other items that make Geometry in Construction a successful program.

When compared to other textbooks/curriculums the cost of the curriculum is very favorable. You are purchasing training, curriculum, and student textbook problem banks. No additional yearly fees, student textbooks, etc. are needed. Curriculum cannot be purchased separately. Curriculum will be delivered via download 2 – 3 weeks prior to the workshop after payment has been received.

**What to Bring:** Laptop computer for curriculum. Wear comfortable clothes for activities. Remember that it is important for both a math teacher and a CTE teacher attend to get the most out of the workshop. If you come without your partner teacher, you will be paired with another teacher.

**Hotels:** A list close to the workshop will be provided

**Homework:** If possible, begin discussions with your teaching partner CTE projects that would be a good fit for your comfort level, your students’ excitement, your community, equipment available, and your budget. This will help drive the CTE side of the training and your implementation at your school.

**Schedule Needs of Contextualized Courses: **For most of the teachers that attend the workshops this summer, school/class schedules will be decided before the workshop happens. Below is how 90%+ of adopting schools schedule the Geometry in Construction (GIC) and the Algebra 1 in Manufacturing Processes, Entrepreneurship and Design (AMPED) courses.

Geometry in Construction (GIC) and Algebra 1 in Manufacturing Processes, Entrepreneurship and Design (AMPED) are courses written as an alternative to traditional math courses. Most schools adopt the courses as an *equal (just as rigorous)* math course but yet taught with a different approach provided through the CTE pathway. For students to fully realize the learning experience, the authors and practitioners of the courses **highly** recommend the following for successful implementation:

- Students be dual enrolled in both the Math (Algebra 1 or Geometry) and the appropriate paired CTE course. The dual enrollment process is facilitated by linking the courses in the scheduling process.
- Students will have the same amount of class (seat) time as a student enrolled in both a traditional Math course and a traditional CTE course.
- The course be team taught with both the Math and the CTE teacher in the Math classroom and in the CTE classroom. This may necessitate classroom numbers of 40 – 50 students for 2 teachers. History shows that there are fewer student failures, thus fewer students needing to retake the course. Because of the higher student success rate, the FTE requirements in math are reduced over the long term.