What is WVDE Office of Instruction’s recommended delivery of the Algebra CSOs for our “at risk” student population? These students should take Algebra I during their ninth grade year. They should participate in a heterogeneous mix of students in regular classroom instruction (Algebra I). Interventions for the “at risk” students include finding the time to re-teach targeted concepts or skills and providing additional practice (Algebra Support). Recommended models of delivery are described below: Provide 90 minutes of instruction in Algebra I all year long. During the first semester, the “at risk students” go to a 45 minute Algebra class followed by a 45 minute Algebra Support class. This is repeated second semester, allowing the student to learn new concepts at the pace in the regular Algebra class and then providing the intervention needed during the Algebra Support class. The student would receive an Algebra I and an Algebra Support credit. Double block the Algebra I Course during the ninth grade year. Delivery of the Algebra I CSOs would take place over the entire year, 90 minutes a day. The student would receive an Algebra I and an Algebra Support credit. A bit of research: A longitudinal study of over 1,000 low-achieving and at-risk 6-8 grade students found that students placed in heterogeneous “universal acceleration” courses with “workshop” support had greater gains in achievement and continued to enroll in upper level math courses at greater rates than those placed in traditional remedial courses that slowed down instruction. This finding confirms earlier studies at the elementary level. Burris, C.C., Heubert, J.P., & Levin, H.M. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, 43(1), 105-136. Bloom, H.S., Ham, S., Melton, L., & O’Brient, J. (2001). Evaluating the accelerated schools approach: A look at early implementation and impacts on student achievement in eight elementary schools. New York: Manpower Demonstration Research Corporation. Finnan, C., & Swanson, J.D. (2000). Accelerating the learning of all students. Boulder, CO: Westview Press. Levin, H. M. (1997). Raising school productivity: An x-efficiency approach. Economics of Education Review, 16, 303-312.