Administrators Information for GPS Math Implementation May-June, 2007

1. Administrators Information for GPS Math Implementation May-June, 2007

2. Overview • Why do we need to improve mathematics? • How will the GPS help improve math? • What are performance standards and tasks? • What does standards-based learning look like? • How do we make GPS math implementation happen? • What are the next steps?

3. Why Do We Need to Improve Math? • The skills and knowledge required in the workplace are no longer very different from those needed for success in college. (Achieve, Inc., 2004) • Only 32% of students who enter 9th grade and graduate four years later have mastered basic literacy skills and have completed the coursework necessary to succeed in a four-year college. (ACT, 2004)

4. Why Do We Need to Improve Math? • 26% of ACT-tested high school graduates demonstrated readiness for their first college credit course in Biology (Georgia only 19%) • Just 41% were ready for their first college Algebra course (Georgia only 33%) • Only 68% were ready for college English Composition (Georgia only 61%) (ACT, 2004-2005 Assessment Results)

5. Why Do We Need to Improve Math? • Nearly 30% of college freshmen are immediately placed into remedial courses. (Achieve, 2004) • 76% of college students in remedial reading and 63% in remedial math, do not earn either an associate’s or a bachelor’s degree. (National Center for Education Statistics, 2004)

6. Why Do We Need to Improve Math? • The quality of courses completed in high school is a greater predictor of college success than test scores, class rank, or grade point average. (Education Trust - Barth, 2003) • Students are more likely to pass high- level courses than low-level courses. (Brookings Institution, 2002)

7. Why Do We Need to Improve Math? • Increasing access for all students to advanced academic course work will improve student academic achievement. (Brookings Institution, 2002) • Students enrolled in lower-level courses were more likely to earn a D or F in those courses despite their ability. (SREB, 2004)

8. Why Do We Need to Improve Math? • Students who enter high school with test scores in the lowest quartile learn MORE in academically rigorous courses than they do in low-level vocational or general courses in which they are traditionally enrolled. (NCES, 2000)

9. Why Do We Need to Improve Math? • Taking a rigorous high school curriculum that includes math, at least through Algebra II, cuts in half the gap in college completion rates between white students and African American and Latino students. (NCES, 2004) • When minority students are required to take rigorous college prep curricula, they rise to the challenge. (Achieve, 2004) • San Jose 1998-2000 test data (Ed Trust, 2004)

10. Why Do We Need to Improve Math? • Taking AP courses increases a student’s chances of graduating from college in four years • AP data..\Impact of AP on College.doc

11. Why Do We Need to Improve Math? Impact of AP on 5-Year College Graduation Rates National Center for Educational Accountability, 2005

12. How Will the GPS Help Improve Math? • More rigorous standards for all students • Focused core course requirements • Low-level courses removed • Relevant performance tasks • Integrated content: Algebra and Geometry and Statistics

13. How Will the GPS Help Improve Math? • Balance of: • concepts • skills • problem solving • Emphasis on: • Understanding • relevance

14. How Will the GPS Help Improve Math? • 4 strands in K-2 Mathematics • Number and operations, measurement, geometry, data analysis • Grades 3-5: Algebra strand is added • Grades 6-8: In-depth algebra and geometry • 80% of the concepts in traditional algebra 1 course • 50% of the concepts in traditional geometry course

15. How Will the GPS Help Improve Math? • High School Mathematics • Integrated curriculum • Common level of mastery • Multiple paths of study

16. High School Math Course Chart

17. GPS Math: A Ladder Not a Spiral Concepts are taught deeply and used to build ideas • 6th Grade: surface area and volume of right rectangular prisms and right circular cylinders • 7th Grade: cross sections and shadows • 8th Grade: surface area of pyramids and cones as an application of the Pythagorean Theorem • Math 1: compare quadratic and cubic functions using surface area and volume

18. What Are Performance Standards? • Performance Standards tell what students should know and be able to do • GPS are focused on concepts (QCC were focused on memorizing isolated facts) • GPS eliminated extensive repetition • Fewer topics at each grade level • Each concept is to be taught and learned with both rigor and depth

19. What Are Performance Standards? • Four components: • a content and performance standards • illustrative tasks • examples of student work • commentary for teachers • Components tell what to teach, how thoroughly to treat a topic, and what quality student work looks like

20. What Are Performance Standards? • Stimulate thinking and in-depth learning • Provide clear expectations for assessment, instruction, and student work • Define “how good is good enough” • Identify the skills needed to problem-solve, reason, communicate and make connections

21. Mathematics Performance Standards 6th Grade GPS Math • M6A1. Students will understand the concept of ratio and use it to represent quantitative relationships. 8th Grade GPS Math • M8A3. Students will understand relations and linear functions. • h. Interpret the constant difference in an arithmetic sequence as the slope of the associated linear function.

22. Mathematics Performance Standards Math 1 Standard and Element • MM1A1. Students will explore and interpret the characteristics of functions, using graphs, tables, and simple algebraic techniques. • g. Explore rates of change, comparing constant rates of change (i.e., slope) versus variable rates of change. Compare rates of change of linear, quadratic, square root, and other function families.

23. Sample GPS Task for Math 1 • Old: Given a slope of 6 and a y-intercept of 3, write the equation of the line. • New: A company that produces pens has n pens in stock at the beginning of a certain day. It produces these pens at a constant rate r for the entire day. If that day, pens have been produced at a greater constant rate, write an equation that can be used to determine the number of pens the company has in stock at the end of that day.

24. GPS Math Implementation

25. Proposed Math Changes • 4 units of Mathematics required through Math 3: • 1 unit of Math 1 or Accelerated Math 1 • 1 unit of Math 2 or Accelerated Math 2 • 1 unit of Math 3 or Accelerated Math 3 • 1 additional math unit • A new course for 4th year will be added • Support classes, interventions for struggling students

26. How Will Teachers Be Trained? • Multiple Options: • DOE-sponsored training • Locally-developed training • Online training • Resources on www.georgiastandards.org

27. GPS Implementation and Training Schedule • Phase I (2004-05 and 2005-06) • ELA K-12 Science 6,7,9-12 Math 6 • Phase 2 (2005-06 and 2006-07) • Science 3-5 Math K-2 and 7 • Phase 3 (2006-07 and 2007-08) • Science K-2, 8 Math 3-5, 8 SSt 6-12 • Phase 4 (2007-08 and 2008-09) • Math 9-12 SSt K-5

28. How Will Math Teachers Be Trained? • 3-day training in May – June 2007 • Math 1 • 2 days of follow-up training in 2007-2008 • 3-day training in May – June 2008 • Math 2 and Accelerated Math 1 • Teams will leave the June training with a pre-implementation plan to share with administrators at local schools.

29. What Resources Are Available? • www.georgiastandards.org • Math 1 Framework available June 2007 • Standards and elements • Concept maps • Essential questions, Enduring understandings • Performance tasks • Sample student work and teacher commentary • Video Resources

30. What Does Standards-Based Instruction Look Like? Students are: • Actively engaged in mathematics • Explaining their thinking • Justifying their work • Using multiple representations • Making connections • Choosing appropriate technology

31. What Supports and Interventions are Needed? • Support classes – second math class, reading class • Credit recovery • Tutorials – during class, after school, during lunch (for non-achievers through AP students) • Modifications

32. What Steps Do We Need to Take? Student Interventions/Support • Teacher As Advisor Program • All teachers have small advisement class and stay with them through four years – RELATIONSHIPS • Meet at least twice each month for advisement • Topics can include: goal setting, career exploration and planning, monitoring achievement, calculating GPA, course selections focused on career goals

33. What Steps Do We Need to Take? Student Interventions/Support • Monitor and measure every student’s progress early and often using college readiness assessments • Make timely interventions with students not making progress • Use graduate data to modify HS programs

34. What Steps Do We Need to Take? Intervention Strategies • Create spreadsheet on “at-risk”; use to monitor • Use diagnostic assessments to identify skill and knowledge gaps, then teach the gap areas • Run failure report monthly, provide tutoring during school day (N. Gwinnett:restricted lunch) • High school mentoring program for at-risk

35. What Steps Do We Need to Take? Intervention Strategies • Core Team Academic Review (CTAR)- daily help sessions by core teachers during lunch (all levels) • Credit recovery – Novanet • 7-period day (one period for tutoring, mentoring) • Mastery: work in modules, score 80% to go on • Eliminate low-level classes (Duluth: 50% reduction in failure rates by moving to CP)

36. What Steps Do We Need to Take? Intervention Strategies • What does differentiated instruction look like? • Based on data (formal or informal) • Must be focused on individual student’s needs • Must address the area of strength or weakness (no tracking, temporary) • Must help the student master standard (evidence) • EXAMPLE

37. Pyramid of Interventions

38. How Do We Inform Parents About the Math GPS? • Toolkit • Powerpoints • Brochures • Videos of classroom instruction • Information sessions

39. Math Toolkit Online: http://georgiastandards.org/training.aspx

40. Next Steps • Support the Curriculum • Expect all students to take grade-level courses • Expect GPS to be taught and assessed for mastery • Expect all students to develop a focused plan for high school coursework • Encourage students to pick a “major” and complete 3 courses in that pathway • Support strategies to increase number enrolled in AP and IB courses

41. Next Steps • Promote Quality Instruction • Expect grade-level GPS to be taught in all courses • Promote assessments that show students have mastered the content • Promote support classes for struggling students • Promote “No Zeros” • Monitor data: failure rates, graduation rate, number of students enrolled in rigorous classes • Celebrate academic achievement gains

42. Next Steps • Promote a Positive School Environment • Monitor attendance and skipping • Drop-outs said: “hanging out in the halls” unchecked • Classroom discipline • Quality instruction UP, behavior problems DOWN • Parent involvement • More involvement at middle than high school • Only 47% of drop-outs said they were contacted by school when absent

43. What are our next steps as a group? What suggestions do you have for additional GPS implementation training?

47. Questions and Comments Sue Snow, Ed.D. Associate Supt. For Standards Based Learning ssnow@doe.k12.ga.us John Wight Professional Learning Specialist jwight@doe.k12.ga.us Jeannette Lougee Leadership Facilitator jlougee@doe.k12.ga.us