COMMON CORE GEORGIA PERFORMANCE STANDARDS Mike Royal Vice Chair, State Board of Education January 9, 2015

CCGPS: Governor Deal Request (August 15, 2013) As directed by Governor Deal, the SBOE led a review and evaluation of the College and Career Georgia Performance Standards (CCGPS) in English/Language Arts (ELA) and Mathematics. Coordinated by RESAs, an open-ended opportunity for teacher/educator input regarding CCGPS was ed to Superintendents and other stakeholders – including preference question for discrete vs. integrated math. Feedback from various standards surveys was considered. SBOE conducted public hearings to receive feedback from the public. USG/BOR summarized all input. Working committees and advisory councils reviewed and incorporated input for submittal to the SBOE for posting. Input received from standards posting incorporated into recommendation for SBOE action to approve. SBOE action to approve any revisions is projected for January 15, 2015.

Revision Process English Language Arts (ELA) and Mathematics Standards ELA and Mathematics Surveys and Listening Sessions: 2013-September 2014 Working Committees: Sept. 30 – Oct. 3, 2014 Advisory Councils: October , 2014 State Board of Education Retreat: October 21, 2014 Combined Working and Advisory Committees: October 27, 2014 Business and Industry Input: October - December, 201 Academic Review Team: November 10, 2014 Permission to post revised standards for 60 days: November 12, 2014 Status Report to SBOE: December 11, 2014 Request to SBOE for approval based on feedback: January 15, 2015

CCGPS Next Steps Pending SBOE Decisions Approval of and naming the revised standards Approval of discrete and/or integrated high school mathematics options Approval of foundations of algebra course for core credit Approval of select computer science courses for core credit in mathematics, science, and foreign language Communication Plan Emphasis on foundational skills Summary of changes to school districts (administrators, counselors, and teachers) RESA ELA specialists and mathematics mentors Communication to all education stakeholders Resource Development Grade level/course teacher guides, units of instruction, pacing charts, essential questions, exemplars, glossary, assessment) Parent Resource Guides: standards, student practice activities, glossary, assessment information Professional Learning/Teacher Preparation Clarify depth of the standards and teacher and student expectations Delivery (Blended Model – face-to-face and electronic) RESA ELA Specialists and Mathematics Mentors Summer Academy Model and Online Learning Courses

Integrated vs. Discrete Mathematics Options School districts that indicated most of their schools prefer the integrated model are being contacted by DOE staff and SBOE members: School districts contacted so far have consistently expressed - the need to focus the discrete vs. integrated question to high school Algebra and Geometry courses exclusively - the need to make a decision one way or the other and to “stay the course” once the decision is made - the need for teacher resources and professional learning - the need for student resources and parent communication - the need for funding to replace or supplement textbooks or materials that were purchased for the current high school CCGPS mathematics course sequence

Foundations of Algebra 9 th Grade Course Option Course will meet the academic needs of ninth grade students who struggle significantly in middle school mathematics Students will be identified via K-8 data analysis Funding will be necessary to develop resources and training to support teachers in differentiating instruction Course completers will be awarded one core unit of credit Performance in subsequent courses will be closely monitored

Computer Science Courses Status Report In response to the Governor’s August 2014 request for the SBOE/GaDOE to provide additional opportunities for high school students to take computer science courses that meet 4th science and/or 4th mathematics core requirements and/or foreign language credit, a Computer Science Task Force was created. The Task Force will make graduation requirement, unit credit, and teacher certification/preparation recommendations in the following areas: - Each computer science course will satisfy only one core requirement or credit - AP and IB computer science courses will meet requirement or credit - TCSG/USG Dual Enrollment computer science courses will meet requirement or credit - GAVS computer science courses will meet requirement or credit - CTAE Pathway computer science courses will meet requirement or credit - New course options that meet the approval of USG and TCSG for admission to post-secondary institutions will meet requirement or credit - Course options that meet the needs of business and industry - In-field certification from PSC to support these courses is under discussion

Computer Science Timeline December 3, 2014 – Computer Science Task Force Meeting December 11, Status Report to State Board of Education December 17, 2014 – Computer Science Task Force Meeting January 15, Proposal to State Board of Education February 19, 2015 – Included in the Rule ( ) for the list of State-Funded courses as meeting 4 th science and/or 4 th mathematics core requirements and/or credit in foreign language School Year – Designated Computer Science courses may count as a 4 th science and/or 4 th mathematics core requirement and/or foreign language for unit credit – all meeting admission requirements for either USG or TCSG