1. Elbert County Middle School Elbert County High School 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 (5 th & 8 th ) or E-GHSGT (11 th )

4. What the Data Tells Us About Math SAT 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. Course Work NATIONGEORGIA Algebra517495 Geometry519498 Trigonometry553520 Precalculus571557 Calculus608584 Other Math Courses 510487 Computer Math 539479 AP/Honors Courses 599585 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   24 th out of 30 countries   Well below International Average International Student Achievement in Math Program for International Student Assessment (Mathematics)

8. Mathematics NationAverage Singapore604 Korea, Republic of587 Chinese Taipei585 Hong Kong SAR582 Japan579 Belgium-Flemish558 Netherlands540 Slovak Republic534 Hungary532 Canada531 Slovenia530 Russian Federation526 Australia525 Finland520 Czech Republic520 Malaysia519 Bulgaria511 Latvia-LSS505 United States502 International Student Achievement in Math Trends in International Mathematics and Science Study 1999 (TIMSS)

9. 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. GradesOld (QCC) New (GPS) 6th Grade5318 7th Grade4315 8th Grade4518

13.   Students actively engaged in mathematics   Explaining thinking   Justifying work   Using multiple representations   Making connections   Choosing appropriate technology

14. 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

16. MathematicsAccelerated Mathematics Mathematics 1 Accelerated Math 1 Mathematics 2 Accelerated Math 2 Mathematics 3 Mathematics 4Accelerated Mathematics 3 Other courses available: Discrete Mathematics AP Statistics Advanced Placement Calculus AB Advanced Placement Calculus BC Fourth year GPS courses

17.   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. 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 Contents Preface 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. Mathematics and Statistics Standards for College Success Adapted for Integrated Curricula http://www.collegeboard.com/about/associatio n/academic/standard.html The College Board

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 http://www.amstat.org/education/gaise

24. “In some areas, [Georgia’s mathematics standards] exceed the scope and level of rigor expected for all students in the ADP Benchmarks” “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” “…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.” “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. What are People Saying About Georgia’s Math Curriculum?

25. “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.” “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.” “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 What are People Saying About Georgia’s Math Curriculum?

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.orgwww.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 Education http://www.amstat.org/education/gaisehttp://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.uscpierce@doe.k12.ga.us 9-12 Janet Davis jdavis@doe.k12.ga.usjdavis@doe.k12.ga.us Janet Tomlinson jtomlinson@doe.k12.ga.usjtomlinson@doe.k12.ga.us