Transcript GPS Math - Preston County Schools

The Georgia Performance Standards
K-12 Mathematics
Kathy Cox
State Superintendent of Schools
Elbert County Middle School
Elbert County High School
What does the data tell us
about mathematics
achievement in Georgia and
the nation?
Georgia’s Student Achievement in Math
Percent Passing CRCT (5th & 8th) or E-GHSGT (11th)
100
90
80
94
82 83
87
85.7
68 66
70
60
67.4
58.6
50
40
30
20
Grade 5
White
Grade 8
Black
Grade 11
Hispanic
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
What the Data Tells Us
 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?
Georgia’s Student Achievement in Math
Course Work
NATION
GEORGIA
Algebra
517
495
Geometry
519
498
Trigonometry
553
520
Precalculus
571
557
Calculus
608
584
Other Math Courses
510
487
Computer Math
539
479
AP/Honors Courses
599
585
International Student
Achievement in Math
Program for International Student Assessment (Mathematics)
 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
Trends in International
Mathematics and Science Study
1999 (TIMSS)
Mathematics
Nation
Singapore
Korea, Republic of
Chinese Taipei
Hong Kong SAR
Japan
Belgium-Flemish
Netherlands
Slovak Republic
Hungary
Canada
Slovenia
Russian Federation
Australia
Finland
Czech Republic
Malaysia
Bulgaria
Latvia-LSS
United States
Average
604
587
585
582
579
558
540
534
532
531
530
526
525
520
520
519
511
505
502
Balance of concepts, skills,
and
problem solving emphasizing
understanding and relevance
WHAT is it?
Adapted from the 1989 Japanese
standards
Written using the North Carolina format
Rigorous grade-level standards
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
Grades
6th Grade
Old
(QCC)
53
New
(GPS)
18
7th Grade
43
15
8th Grade
45
18
 Students actively engaged in
mathematics
 Explaining thinking
 Justifying work
 Using multiple representations
 Making connections
 Choosing appropriate technology
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.
High School Mathematics
 Integrated curriculum
 Common level of mastery
 Multiple paths of study
Mathematics
Mathematics 1
Accelerated Mathematics
Accelerated Math 1
Mathematics 2
Mathematics 3
Mathematics 4
Accelerated Math 2
Accelerated Mathematics 3
Other courses available:
Discrete Mathematics
AP Statistics
Advanced Placement Calculus AB
Advanced Placement Calculus BC
Fourth year GPS courses
 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
Aligned with National Organizations,
including:
 National Council of Teachers of
Mathematics-NCTM Focal Points
 College Board
 American Statistical Association
 Achieve
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
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.
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
The College Board
Mathematics and Statistics Standards
for College Success
Adapted for Integrated Curricula
http://www.collegeboard.com/about/associatio
n/academic/standard.html
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
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.
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 deemphasis 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
Where are we?
Resources
Training
Graduation rule guidance
Implementation issues
Starting now
Resource Materials
High school frameworks
Mathematics 1-4 and Accelerated Math 1-3
Mathematical background
Tasks
Teacher notes
Sample lessons, homework, and
assessments
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
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
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
Resources Provided to Participants
Guidelines for Assessment and Instruction in
Statistics Education http://www.amstat.org/education/gaise
EDThoughts: What we know about
mathematics teaching and learning.
Implementing Standards-based Mathematics
Instruction.
Integrated Mathematics: Choices and
Challenges
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
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
Public Issues and Concerns
Course names
Rigor
“Tried and failed”
Acceptance by selective colleges and
universities
Balance
Acceleration
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
GaDOE Mathematics Contact
Information
K-12
Claire Pierce [email protected]
9-12
Janet Davis [email protected]
Janet Tomlinson [email protected]