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Metro RESA Board of Control October 24, 2007

Metro RESA Board of Control October 24, 2007. The Georgia Performance Standards K-12 Mathematics. Kathy Cox State Superintendent of Schools. What does the data tell us about mathematics achievement in Georgia and the nation?. Georgia’s Student Achievement in Math

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Metro RESA Board of Control October 24, 2007

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  1. Metro RESA Board of Control October 24, 2007 The Georgia Performance Standards K-12 Mathematics Kathy Cox State Superintendent of Schools

  2. What does the data tell us about mathematics achievement in Georgia and the nation?

  3. Georgia’s Student Achievement in Math Percent Passing CRCT (5th & 8th) or E-GHSGT (11th)

  4. What the Data Tells Us About MathSAT Results by Subject (all schools) Overall Score Georgia: 1,472 Nation: 1,511 Reading Georgia: 494 National Average: 502 Mathematics Georgia: 495 National Average: 515 Writing Georgia: 483 National Average: 494

  5. Percent of SAT Test Takers w/ 4 years of Math NATION: 62 percent GEORGIA: 69 percent Score for SAT Test Takers w/ 4 years of Math NATION: 529 on math portion GEORGIA: 500 on math portion What kind of Math are they taking? What the Data Tells Us

  6. Georgia’s Student Achievement in Math

  7. TOP 5 SCORES Finland: 544 South Korea: 542 Netherlands: 538 Japan: 534 Canada: 533 INTERNATIONAL AVERAGE: 500 UNITED STATES Average Score: 483 24th out of 30 countries Well below International Average International Student Achievement in Math Program for International Student Assessment (Mathematics)

  8. International Student Achievement in Math Trends in International Mathematics and Science Study 1999 (TIMSS)

  9. What Is It? Balance of concepts, skills, and problem solving emphasizing understanding and relevance

  10. WHAT is it? Adapted from the 1989 Japanese standards Written using the North Carolina format Rigorous grade-level standards

  11. How Is it Different? • Lean – fewer topics at every grade level • Rigorous – more depth of understanding • Coherent – less repetition, more use of previously learned content

  12. How is it different?Comparison of the Sheer Number of Standards Expected to Be Learned in a Year

  13. How is it different?Implications for the Classroom Students actively engaged in mathematics Explaining thinking Justifying work Using multiple representations Making connections Choosing appropriate technology

  14. Georgia’s Mathematics CurriculumWhat is it? K-8 Mathematics K-2: Four strands: number and operations, measurement, geometry, and data analysis 3-5: Algebra strand is added 6-8: In-depth treatment of algebra, geometry, data analysis and probability begins in grade 6; traditional first-year algebra and much of the traditional geometry course completed by the end of grade 8.

  15. High School Mathematics Integrated curriculum Common level of mastery Multiple paths of study Georgia’s Mathematics CurriculumWhat is it?

  16. High School Course Chart

  17. How was it created?Partnerships & Collaboration University System of Georgia Georgia Department of Technical and Adult Education Governor’s Office of Workforce Development Regional Education Services Agencies Georgia Council of Teachers of Mathematics

  18. How was it created? Aligned with National Organizations, including: National Council of Teachers of Mathematics-NCTM Focal Points College Board American Statistical Association Achieve

  19. National Council of Teachers of Mathematics – Curriculum Focal Points The Curriculum Focal Points are the most important mathematical topics for each grade level. They comprise related ideas, concepts, skills, and procedures that form the foundation for understanding and lasting learning. http://www.nctm.org/focalpoints.aspx

  20. National Council of Teachers of Mathematics – Curriculum Focal Points A Research Companion to Principles and Standards for School Mathematics Table of ContentsPreface Edited by Jeremy Kilpatrick, W. Gary Martin, and Deborah Schifter This useful companion to Principles and Standards is for anyone seeking to explore the underpinnings of that document in the scholarly literature. It synthesizes a sizeable portion of the professional literature to lend valuable insight into current thinking about school mathematics and presents a comprehensive analysis of what research should be expected to do in setting standards for school mathematics.

  21. Alignment to NCTM Focal Points NCTM Curriculum Focal Points: Grade 7 Number and Operations and Algebra: Developing an understanding of operations on all rational numbers and solving linear equations GPS: 7th Grade Mathematics • Understand and use rational numbers, including signed numbers • Solve linear equations in one variable • Analyze the characteristics of linear relationships

  22. The College Board Mathematics and Statistics Standards for College Success Adapted for Integrated Curricula http://www.collegeboard.com/about/association/academic/standard.html

  23. The American Statistical Association Guidelines for Assessment and Instruction in Statistics Education Franklin, C.A., et al. 2007 ISBN 978-0-9791747-1-1 http://www.amstat.org/education/gaise

  24. What are People Saying About Georgia’s Math Curriculum? “In some areas, [Georgia’s mathematics standards] exceed the scope and level of rigor expected for all students in the ADP Benchmarks” “…thus students who achieve at this level of the standards should be well positioned to be successful in a wide array of postsecondary endeavors” “Georgia is one of the nation’s leaders in setting rigorous standards for all students.” • 8/15/07 Letter from Michael Cohen, President of Achieve, Inc.

  25. What are People Saying About Georgia’s Math Curriculum? “International studies show that high achieving nations teach for mastery in a few topics, in comparison with our mile-wide-inch-deep curriculum … there should be a de-emphasis on a spiral approach that continually revisits topics year after year without closure.” “Higher order thinking and problem solving, which presume acquisition of basic skills, are not only necessary for entry into the scientific and technical workforce, but are also becoming increasingly important for achieving success in other kinds of occupations.” • Preliminary Report from the National Math Panel

  26. Where are we? • Resources • Training • Graduation rule guidance • Implementation issues • Starting now

  27. Resource Materials High school frameworks • Mathematics 1-4 and Accelerated Math 1-3 • Mathematical background • Tasks • Teacher notes • Sample lessons, homework, and assessments

  28. Mathematics 1 Framework • Curriculum Map and units 2 and 4 posted on www.georgiastandards.org • Deadline for posting remaining units is December 1, 2007 • Hardcopies due to schools in January

  29. Videos • Four videos of teachers teaching tasks from the frameworks • Vignettes on questioning, assessment, differentiated instruction, strategies for struggling students • Principal’s Toolkit currently posted on gadoe.org/math page

  30. High School Training • Day 1: Overview of GPS/Algebra Strand • Day 2: Access for All Students/Algebra Strand • Day 3: Getting a Head Start/Data Analysis and Probability • Day 4: Planning for a Standards-based Classroom/Geometry • Day 5: Assessment

  31. Resources Provided to Participants • Guidelines for Assessment and Instruction in Statistics Educationhttp://www.amstat.org/education/gaise • EDThoughts: What we know about mathematics teaching and learning. • Implementing Standards-based Mathematics Instruction. • Integrated Mathematics: Choices and Challenges

  32. Online Professional Learning for High School Mathematics Days 1-3 • www.georgiastandards.org Math Frameworks-click on 9-12 • Guidance for use of materials • Research and Resource Manual • 11 interactive video sessions • Live links for downloadable tasks and articles to be used in conjunction with videos

  33. Graduation Rule Guidance • Flowchart • Course descriptions, including year four options • Recommendations for placement of transfer students into and out of the state • Guidelines for use of transition course • Guidelines for Math Support

  34. Public Issues and Concerns • Course names • Rigor • “Tried and failed” • Acceptance by selective colleges and universities • Balance • Acceleration

  35. Starting NOW! • Use tasks from existing frameworks in current classes • Begin to collaborate with other teachers in your building • Have vertical team meetings with math teachers in your feeder middle schools • Utilize high school training videos • Share your work with others in the state

  36. GaDOE Mathematics Contact Information K-12 Claire Pierce cpierce@doe.k12.ga.us 9-12 Janet Davis jdavis@doe.k12.ga.us Janet Tomlinson jtomlinson@doe.k12.ga.us

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