Administrator Training: Secondary Math Implementation May-June, 2008.
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Transcript of Administrator Training: Secondary Math Implementation May-June, 2008.
Administrator Training: Secondary Math Implementation
May-June, 2008
Essential Questions
• How do we address and plan for the potential deficits in Mathematics I student performance for next school year?
• How do we plan for supporting teacher development in preparation for Mathematics II?
• How do we support standards based learning in the mathematics classroom?
AGENDA
• Standards• Assessment• Instruction• Math Support• Resources• Action Plan
Increasing expectations…
“These kids can do this”
K-12 education is on the brink of the best of times if we so choose…we can enter an era of unprecedented effectiveness for the public practice of education—one in which the vast majority of schools can be highly effective in promoting student learning.
-- Robert Marzano
The “Status Quo” vs. an Era of Unprecedented Effectiveness
“Act our way into Thinking”
-vs-
“Think our way into Acting”
Raising Standards is a Process
When standards and expectations are raised, it is not unusual to see a temporary dip in the percentage of students meeting expectations.
Massachusetts – 2000: 34% proficient on 8th grade state test– 2007: 45% proficient on state test AND 85% on 8th
grade NAEP (second highest in nation) AND second highest math SAT scores AND highest ACT scores
Why GPS?
Kathy Cox, State Superintendent of Schools:
“Teachers will be planning their lessons based on our new performance standards and designing learning activities to engage their students. And assessments aligned to the GPS will prove that students understand the material they are being taught. This is a ‘show you know’ curriculum….The new performance standards are not optional. GPS is our state’s curriculum.”
2005
• 2001 PDK audit of Quality Core Curriculum Lacked rigor and depth-“A mile wide and an inch
deep” Did not allow for the alignment of instruction and
assessment Did not provide clear expectations for students
• Age of QCC-written in 1985, one cursory revision in 1997
• Not aligned to national and international standards
85.78794
67.468
82
58.666
83
20
30
40
50
60
70
80
90
100
Grade 5 Grade 8 Grade 11
White Black Hispanic
Percent of SAT Test Takers w/ 4 years of Mathematics NATION: 62 percent GEORGIA: 69 percent
Score for SAT Test Takers w/ 4 years of Mathematics NATION: 529 on mathematics portion GEORGIA: 500 on mathematics portion
What kind of Mathematics are they taking?
Course WorkCourse Work NATIONNATION GEORGIAGEORGIA
AlgebraAlgebra 517517 495495
GeometryGeometry 519519 498498
TrigonometryTrigonometry 553553 520520
PrecalculusPrecalculus 571571 557557
Other Mathematics Other Mathematics CoursesCourses 510510 487487
Computer MathematicsComputer Mathematics 539539 479479
CalculusCalculus 608608 584584
AP/Honors CoursesAP/Honors Courses 599599 585585
Develop a curriculum that is rigorous, deep, provides clear expectations for students, is an instructional guide for teachers, and is student-focused rather than teacher-focused.
Balance of concepts, skills, and problem solving
The National Mathematics Advisory The National Mathematics Advisory Panel ReportPanel Report P-8 Standards should be “streamlined” and “well-defined.
“Any approach that revisits topics year after year without bringing them to closure should be avoided.” A balance between concepts, computation and problem solving. They are “equally important and mutually reinforce each other.” Proficiency with whole numbers, fraction and certain aspects of geometry and measurement are the foundations for algebra. More students should be prepared for and offered an authentic algebra course in Grade 8
WE WILL LEAD THE NATION IN IMPROVING STUDENT ACHIEVEMENT
The National Mathematics Advisory Panel Report The Importance of Knowledgeable Teachers
Preparation for Elementary and Middle School teachers in Mathematics should be strengthened “Teachers cannot be expected to teach what they do not know.”
Effective Instruction Matters Use of formative assessments The belief that children of certain ages are “too young” to learn math is false Use an array of examples in teaching and offer opportunities for extensive practice and the ability to “think aloud.” Accelerate gifted mathematics students
WE WILL LEAD THE NATION IN IMPROVING STUDENT ACHIEVEMENT
Recommended Benchmarks: Elementary School
By the end of Grade 3, students should be proficient with the addition and subtraction of whole numbers.
By the end of Grade 4, students should be able to identify and represent fractions and decimals, and compare them on a number line or with other common representations of fractions and decimals.
By the end of Grade 5, students should be proficient with multiplication and division of whole numbers.
By the end of Grade 5, students should be proficient with comparing fractions and decimals and common percents, and with the addition and subtraction of fractions and decimals.By the end of Grade 5, students should be able to solve problems involving perimeter and area of triangles and all quadrilaterals having at least one pair of parallel sides (i.e., trapezoids).
Recommended Benchmarks: Middle Schools
By the end of Grade 6, students should be proficient with multiplication and division of fractions and decimals.
By the end of Grade 6, students should be proficient with all operations involving positive and negative integers
By the end of Grade 6, students should be able to analyze the properties of two-dimensional shapes and solve problems involving perimeter and area, and analyze the properties of three-dimensional shapes and solve problems involving surface area and volume.
Grade 7
Recommended Benchmarks: Middle Schools (continued)
By the end of Grade 7, students should be proficient with all operations involving positive and negative fractions.
By the end of Grade 7, students should be able to solve problems involving percent, ratio, and rate and extend this work to proportionality.
By the end of Grade 7, students should be familiar with the relationship between similar triangles and the concept of the slope of a line.
STANDARDS
Promote mathematics literacy through:•Problem solving•Reasoning and proof•Communication•Connections•Representations
• Give detail to the elements
of the content standards• Provide depth of understanding• Maintain high cognitive demand• Define academic rigor of standards• Exemplify the kind of performance
expected of students
• Reflects the level a student should attain by the end of a grade or course
• Further defines the content standards• Illustrates the kind of performance
expected of students• Relates to a strand or topic rather than a
single standard, embodying many concepts
Identifies the mathematics involved in the task• Pinpoints evidence of understanding related
to a specific standard• Informs the teacher in understanding the
depth, detail and rigor expected in work that meets the standard
• Guides students in comparing and judging the quality of their own work
GPS math standards build on previous year’s work• 7th-Cross sections and shadows• 8th-Surface area of pyramids and cones as an
application of the Pythagorean Theorem• Mathematics I-Comparing quadratic and cubic
functions using surface area and volume of prisms, pyramids, cylinders, and cones
• Mathematics II-Comparing quadratic and cubic functions using surface area and volume of spheres
Mathematics Standard Example
MM2A3. Students will analyze quadratic
functions in the forms f(x)= ax² +bx +c and
f(x) = a(x – h)² + k.
c. Investigate and explain characteristics of
quadratic functions, including domain, range,
vertex, axis of symmetry
Mathematics I
• Family of Functions Characteristics of these functions F(x) = xn (n=1,2,3), √x, |x|, and 1/x Sequences as functions
Mathematics I
• Algebra of QuadraticsFactoring of 2nd degree polynomials & cubesQuadratic equationsRadical equationsSimple rational equations
• Coordinate Geometry Distance between a point and a line Midpoint
Mathematics I
• TrianglesInductive, deductive reasoningConverse, inverse, contrapositiveSum of interior, exterior anglesTriangle inequalitiesSSS, SAS, ASA, AAS, HLIncenter, orthocenter, circumcenter, centroid
Mathematics I
• StatisticsSimple permutations & combinationsMutually exclusive, dependent, conditionalExpected valuesSummary statisticsRandom sampleMean absolute deviation
Mathematics II
• Family of FunctionsQuadratic (y = ax2+ bx + c) Step & piecewiseExponentialInverseCharacteristics of their graphs
Mathematics II
• Complex numbers• Quadratic inequalities• Exponential equations and inequalities• Geometric sequences as exponential functions• Right triangle trigonometry• Circles and properties
Mathematics II
• Length of arc• Surface area and volume of sphere• Relationships of similar solids• Population means & deviations• Modeling of data using linear and quadratic
regressions
Mathematics III
• Circle• Ellipse• Hyperbola• Parabola (concave right and left)• Planes & spheres• Histograms• Normal distribution• Experimental and observational studies
Mathematics III• Extension of exponents• Matrices• Polynomials of degree greater than 2• Logarithmic functions• Exponential, logarithmic and polynomial
equations and inequalities• Vertex-edge graphs• Linear programming
Mathematics IV
• Vectors• Graphs of 6 trigonometric functions• Trigonometric identities• Trigonometric equations and inequalities• Rational functions• Rational equations and inequalities• Inverse trigonometric functions (sine, cosines, and
tangent only)
Mathematics IV• Sequences and series• Unit circle• Law of Sines• Law of Cosines• Area of triangle formula• Central Limit Theorem• Confidence interval• Margin of error
Comparison of GPS and QCC Content
NAEP Question
Mon. Tues. Wed. Thurs. Fri. Sat.
Number Sold, n
4 0 5 2 3 6
Profit, p $2.00 $0.00 $2.50 $1.00 $1.50 $3.00
1. Angela makes and sells special-occasion greeting cards. The table above shows the relationship between the number of cards sold and her profit. Based on the data in the table, which of the following equations shows how the number of cards sold and profit (in dollars) are related?
A) p = 2n
B) p = 0.5n
C) p = n - 2
D) p = 6 - n
E) p = n + 1
GPS Question (M8A3i)
The table gives the population, p, in a region of the country as a function of the years since 2003, t.
t 1 2 3 4
p 42, 500 43, 000 43, 500 44, 000
Which equation represents this data algebraically?
A. p = 42,500 + 1,000t
B. p = 42,000 + 500t
C. p = 42,500 + 500t
D. p = 40,000 + 1,500t
QCC Question 1
Which equation shows 19 less than n is equal to p? A. 19 + n = p
B. p + 19 = n
C. n – 19 = p
D. 19 – n = p
Sample GPS Task for Math I• 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.
What is rigor?
Rigor is…
…a curriculum that challenges all learners to demonstrate depth of understanding, including such cognitive processes as:
• explanation • interpretation• application• analysis of perspectives• empathy• self knowledge
Rigor in the curriculum…
• Desirable discomfort – leads to continued questioning by students
• Requires content to be deeply considered• Differentiates for individuals• Reflects high expectations• Varying methods of solution or paths to discovery• Zone of proximal development
8th grade Acceleration
ASSESSMENT
• Georgia Performance Standards• Mathematics example
– M3A1c. Use a symbol, such as and , to represent an unknown and find the value of the unknown in a number sentence.
• The objects on the scale above make it balance exactly. According to this scale, if balances , then balances which of the following?
• A)
• B)
• C)
• D)
NAEP: Algebra and Functions and Conceptual UnderstandingGrade: 4 Difficulty Level: Hard Year: 2003
NAEP Item Response
• National performance results– 39% chose the correct answer– 60% chose an incorrect answer– 1% omitted an answer
• Answer choice made by students– A: 3%– B: 39%– C: 15%– D: 42%
What Can We Learn From This Item?
• Level at which the content should be taught• Application of algebraic thinking in elementary
grades• Student misunderstandings:
– Symbolic representations– Substitution– Equivalency
The table below shows how the chirping of a cricket is related to the temperature
outside. For example, a cricket chirps 144 times each minute when the
temperature is 76°.
What would be the number of chirps per minute when the temperature outside is 90° if this pattern stays the same?
Answer: _____________
Explain how you figured out your answer.
NAEP: Algebra Functions and Problem Solving Grade: 4
Number of Chirps per Minute Temperature
144 76°
152 78°
160 80°
168 82°
176 84°
Evidence of Learning
Responding to Student PerformanceWhat do we know about this student?
What instruction needs to occur next?
Evidence of Learning
Responding to Student PerformanceWhat do we know about this student?
What instruction needs to occur next?
Evidence of Learning
Responding to Student PerformanceWhat do we know about this student?
What instruction needs to occur next?
Evidence of Learning
Responding to Student PerformanceWhat do we know about this student?
What instruction needs to occur next?
NAEP – 12th Grade
INSTRUCTION
Tier 1STANDARDS-BASED CLASSROOM LEARNING:
All students participate in general education learning that includes:•Implementation of the Georgia Performance Standards (GPS) through research-based practices•Use of differentiation of instruction such as flexible grouping, varied instructional strategies•Monitoring progress of learning through multiple formative assessments and analysis of student work
Tier 2NEEDS-BASED LEARNING:
In addition to Tier 1, targeted students participate in learning that is different by including:•Specialized pyramids of intervention•Greater frequency of monitoring progress of learning through multiple formative assessments and analysis of student work
Tier 3SST-DRIVEN LEARNING
In addition to Tier 1 and Tier 2, targeted students participate in learning that is different by including:•Individualized assessments•Formal Progress Monitoring•Interventions tailored to individual needs•Referral for specially-designed instruction if needed
Tier 4SPECIALLY-DESIGNED LEARNING
Targeted students participate in :•GPS access/extension•Greater frequency of progress monitoring•Specialized programs, methodology or instructional delivery
Incr
easi
ng In
tens
ity o
f Int
erve
ntio
n Decreasing N
umbers of Students
Response to Intervention (RtI):Georgia’s Student Achievement
Pyramid of Interventions
100%
10-1
5%
3-5%3-5%
10-15%
100%
Perce
ntag
e of
Stude
nts
Serve
dPercentage of
Students Served
Georgia Department of Education Kathy Cox, State Superintendent of Schools February 5, 2008 All Rights Reserved
Tier 1STANDARDS-BASED
CLASSROOM LEARNING:All students participate in general education learning that includes:
•Implementation of the Georgia Performance Standards (GPS) through research-based practices•Use of flexible groups for differentiation of instruction•Monitoring progress of learning through formative assessment and analysis of student work
Georgia Department of Education Kathy Cox, State Superintendent of Schools January 31, 2008 All Rights Reserved
Tier 1 Non-negotiables
• Implementation of the Georgia Performance Standards
• Use of formative assessments to know student progress at all times
• Use data from formative assessments to differentiate instruction for those not meeting the standard and those exceeding the standard
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
What does a standards-based What does a standards-based mathematics classroom look like?mathematics classroom look like?
Flexible cooperative groups of children Hands-on learning experiences “Productive” noise Differentiation of process and products is
encouraged within tasks Student work with teacher commentary is available for student
reference Multiple representations of solutions are valued Balanced approach to concepts, skills, and problem solving
High Impact Practice Implementation Rubric:
Standards-Based ClassroomsThis rubric for standards-based classrooms is an implementation rubric and each column builds on the previous column.
When a school is fully operational, they will continue to implement criteria addressed in the emergent and operational columns of the rubric.
Implementation of standards-based classrooms is a process.
Each stage on the rubric is a part of the process of growth and progress over time and should be celebrated.
Standards Based Classroom Rubric
Math SBC Rubric AddendumTeaching and Learning in a Mathematics Classroom
Concept Not Addressed Emergent Operational Fully Operational
1. Teaching and learning reflect a balance of skills, conceptual understanding, and problem solving.
The teacher assigns large numbers of repetitive, skills-based problems.Student work reflects only skills-based knowledge.Students are engaged in tasks that do not represent grade-level expectations.
Instruction is driven by the textbook and worksheets, and includes not only isolated skills, but the application of isolated skills in solving problems.Students learn an isolated skill and then apply that skill to solve mathematical problems as well as word problems.
The teacher models simple tasks, establishes expectations, and identifies important vocabulary before students engage in a task.The teacher provides opportunities for new skills and concepts to be learned within the context of real-world situations.Students are engaged in tasks aligned to the Georgia Performance Standards that incorporate the use of skills, conceptual understanding, and problem solving.
The teacher supports students as they work through challenging tasks without taking over the process of thinking for them.Students are engaged in tasks aligned to the GPS that develop mathematical concepts and skills, require students to make connections, involve problem solving, and encourage mathematical reasoning.Students can explain why a mathematical idea is important and the types of contexts in which it is useful.
Video Example – clip #1
• Groups of 2-3• Review rubric in advance • View video• Collaborate on evaluation• Sharing
Video Example – clip #2
• Groups of 2-3• Review rubric (again…)• View video• Collaborate on evaluation• Sharing
How do we get started with standards based instruction?
• Standards– Creating a school culture of Instruction
• Curriculum notebooks
• Curriculum meetings
• Pacing calendars
– Creating structures for development of a common understanding of content
How do we get started with standards based instruction?
• Assessment– Common assessments
• Creating common formative assessments
• Using data from common formative assessments to make instructional decisions
– Creating structures for development of a common understanding of formative assessments and data based decision making
How do we get started with standards based instruction?
• Instruction– Talk about instruction– Use a common instructional framework– Differentiate instruction– Use fluid flexible grouping– Monitor the use of Best Practices
• Learning Focused Schools• Marzano
Differentiated Instruction in Math
• 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)– EXAMPLES - modeling
Fluid Flexible Grouping
What is it?• Grouping based on formative
assessment• Short periods of time• Targeted instructional
strategy• Formative assessment used
to determine effectiveness• Can be within or across
classrooms in all grade levels
What is it not?• Permanent and static• Same instruction as large
group• Tracking• Extra work• Dittos and worksheets• Round robin reading• Drill (and kill)
Collaboration Defined:
• Involves two or more professionals• With heterogeneous groups of
students• Sharing responsibility for planning,
instructing, and evaluating students
(Information from The Center for Collaborative Education, Pioneer RESA, and North GA GLRS)
04/21/23 80
Collaboration is:
• Shared classroom
• Purposeful instruction
• Heterogeneous grouping
• One classroom
• Joint accountability
• Participation of both, but varied
04/21/23 81
Benefits of Collaboration
For Students with Disabilities . . .
Provides access to grade-level content
Increases participation in general education classrooms
Increases achievement and test scores
Increases social skills and self-esteem
Reduces behavior problems
Reduces fragmentation & missed activities
Increases teacher expectations
04/21/23 82
Benefits of CollaborationFor Students without Disabilities . . .
• Allows exposure to a wider range of instructional strategies and activities
• Provides additional help for those who need assistance
• Increases tolerance of human differences• Does NOT impede the achievement of average
and gifted learners
04/21/23 83
Collaboration/Co-Teaching Approaches
04/21/23 84
Teacher Teacher
Independent
Different
Different
Different
Teach
er T
each
er
Same
Same
Different Different
Teacher
Teacher
Same
Teacher
Teacher
Station/Center Paralle
lAlternative
Team/Co-Teaching
Professional Learning for Math
• GPS training for all math teachers• Deepen teachers’ content knowledge in mathematics• Provide research-based instructional strategies• Include assessment items as models• Look at prerequisite skills developed in prior math course• Use the Math Frameworks on GSO• Talk about the textbook as a resource not the curriculum• Use professional learning time to create aligned assessments• Use real data from unit tests to modify instruction
Promote Quality Instruction in Math
• Expect grade-level GPS to be taught• Promote formative 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
MATH SUPPORT
Mathematics Support Classroom interventionsTutoringBefore/after-school programs. Second mathematics class (“double dose”)
Additional time and attention Previewing of regular class content Re-teaching to address gapsContinual monitoring and communicationSkills and knowledge needed to show masteryAccompanies regular grade-level mathematics course
Math Support Class
• How will students be selected to be in a Math Support Class? Students should be placed in a Math Support class based on local system criteria for identifying students who are at risk for failing mathematics. Students who are placed in high school and have not passed the 8th grade math CRCT should certainly be in the support class. Other criteria might include teacher recommendation based on student performance in the previous or current math class, prior retention, failure of a math course, and/or low scores on the math portion of the ITBS or other instruments used by the system to predict success.
Candidate Roster• Provides a list of students that are potentially
“at-risk” of dropping out of school and/or not graduating.
• Used by Graduation Coaches to prioritize assistance and tailor interventions to meet student needs.
• Can be reviewed online or exported to Excel to sort, filter or otherwise manage the roster.
Candidate Roster
Math Support Class
Purpose: To provide additional support to students in their effort to meet the standards of more rigorous and relevant mathematics courses. This course should be taught concurrently with a student’s regular math class, giving extra time and utilizing a variety of strategies to help students build a stronger foundation for success in their current and future mathematics courses.
Math Support Class
• Who should teach this course? The course must be taught by a certified mathematics teacher, preferably one with experience in differentiating instruction to meet the needs of struggling students
• What credit is earned for the Math Support Class? One full unit of elective credit is earned for this course.
Math Support Class
What components should be a part of the Math Support Class?• All students in a particular Math Support Class should be
enrolled in the same regular math course.• The course should focus on mastery of the standards being
taught in the regular math class.• Continual progress monitoring should be used to assess and
diagnose each student’s strengths and weaknesses.• Opportunities should be provided for students to review content
with a focus on standards not previously mastered.
Math Support Class
• How important is collaboration among teachers to the success of students in the Math Support Class? Teachers of the Math Support courses, the regular math courses and, for students with disabilities, special education teachers share responsibility for students’ mathematical achievement.
Math Support ClassAll teachers who instruct Math Support students should communicate in
an ongoing manner about the following:• individual student progress, including grades, strengths and
weaknesses based on standards, mathematical disposition, and work habits;
• curriculum expectations, including specific standards to be addressed based on a timeline, prerequisite skills, vocabulary, and potential misconceptions;
• instructional strategies, including specific strategies for teaching math concepts that are being used in both classrooms to provide consistency and understanding for teachers and students; and
• assessment, including content and formats that are being used to evaluate students for specific standards.
Math Support Class
How will students be evaluated in the Math Support Class?
The value of formative assessment and feedback cannot be overstated. Continuous progress monitoring with both feedback and commentary is essential in this course. Students should not feel pressure to “make grades” in this class as much as they should be motivated and encouraged to master standards. Documented continuous communication with students on an individual basis is the most appropriate way to maintain records of progress. REP assessment processes may be appropriate models.
RESOURCES
Mathematics I Frameworks
• Two hard copy Teacher Editions were delivered to each high school in May - June
• Electronic copy of the Math I Teacher Edition is available on the GADOE website
Math I Coach Book
• Class sets of Math I Coach Books are being shipped to all Georgia high schools in June and July of 2008
RIVERDEEP Learning Village/ Destination Math
• An online resource for Math I and Math Support students and teachers
• Unlimited access for students and teachers• Access through GeorgiaStandards.org• Will be available in August, 2008
An easy-to-use instructional framework that aligns best practice plans of instruction with quality resources and learning activities.
This project will help to ensure that all students are receiving the same quality of instruction, and that the teacher, regardless of the district campus and level of expertise, is covering the same material with access to the same best practices for teaching and learning.
Introducing Learning Village for Math 1.
Learning Village will provide Georgia educators and administrators with a single point of access to the Math I curriculum resources and information critical to the teaching and learning process
Single Point of Access, 24/7
Aligned resources will include:•Course Curriculum map and alignment•Best practice unit plans•State-created and/or purchased learning activities, modules, tasks, and assessments
Resources via Single Instructional Desktop
A powerful curriculum management tool that enhances the teaching and learning experience by connecting educators to the best practices, strategies, instruction, resources, and professional development that enable and support consistent and measurable student achievement.
An Instructional Organizer of Best Practice
Learning Village will support and enable effective Math 1 instruction with:
•Aligned, Supporting On-line instructional curriculum
•Meaningful professional development
•Student assessment tools and reports
•Tools for communication and collaboration related to teaching and learning
•An integration of other state-owned and developed tools, resources and applications
Framework for Curriculum Alignment & Mapping
DOE Support
• Monthly Curriculum Director Conference Calls via ElluminateLIVE!
• Monthly Mathematics Curriculum Directors Conference Calls via ElluminateLIVE!
• Monthly Mathematics Curriculum Conference Calls for School Level Administrators and Mathematics Department Chairs
Middle and High School Principal Conference Calls
• Provide monthly administrator support to monitor and address math implementation issues.– August 14 3:30 pm– September 16 3:30 pm– October 14 3:30 pm– November 18 3:30 pm
Web Resources Available to Teachers
Georgia Virtual School
Mathematics Curriculum Page
Georgiamath.org
GeorgiaStandards.org
Georgia Virtual School
• GAVS Mathematics I (credit course with teacher)
• GAVS Math I Support (credit with GAVS teacher)• GAVS Math I Resource (modules, drop-in help)• Math I Credit Recovery• MS to Math I Transition Course• Middle School Math Resource *
How do you get there?
Start at:http://www.gadoe.org
How do you get there?
Start at:http://www.gadoe.org
Link to Mathematics Curriculum Page can
be found under ‘Curriculum’
Mathematics Curriculum Page
What can you find at the Mathematics Curriculum Page?
•Contact Information for Mathematics Team•Research and Reports•What’s New•What’s Coming•Information for Administrators•Mathematics Information for Educators•Support Materials
•Textbook/Instructional Materials•Vertical Alignment Charts
What is georgiamath.org?
Fromhttp://www.gadoe.org
Look for the calculator!
Or go directly to: georgiamath.org
What can you find at the georgiamath.org page?
• Introductory Video by Kathy Cox•Comparison of QCC and GPS Course Content• Information about learners requiring acceleration and learner requiring support
•Resources for Parents, Teachers and Educators •General Information•Link to GeorgiaStandards.org
What is georgiastandards.org?
Start at:http://www.gadoe.org
Click Here!
What can you find there?
Links to Mathematics
Link to Training
Under the Mathematics Menu
Under the Mathematics Icon
On the Frameworks page:
Student Editions
Teacher Editions
Requires a log-in to access.
Logging in to Teacher Editions
If you do not have a GaDOE account, create a new account.
Also on the Frameworks page:
WebcastsAndPodcasts
Podcasts
A Closer Look at the Training Menu
Math Teacher TALKS
Talking About Learning and Kids
Elluminate Sessions
• Math Teacher TALKS are a part of the Elluminate Sessions offered by GaDOE
AND
• Elluminate Live Sessions are offered for all curriculum areas and for administrators
To Log in to an Elluminate Live Session:
To Log in to an Elluminate Live Session:
More Training is available through the e-Learning Space.
From here:
Scroll down.
Click here.
Choose Mathematics.
Access Recorded Elluminate Sessions.
Discussion Forums are associated with the TALKs.
Recorded TALKs and the Discussion Forums associated
with them.
Teachers Tools and Helpful Links
National Library of Virtual Manipulatives
National Library of Virtual Manipulatives
Free Computer Graphing Tool
SciTrain
Support for Students with Disabilities
GPS Monthly Resources
Find out what’s new in Math!
Thinkfinity
On-line Courses for Students
From here:
Scroll down.
Click here.
What’s ‘In the Works’?What’s ‘In the Works’?
What additional resources would you like to see?
What’s missing?What’s missing?
More Teacher Editions
Professional Learning online courses
ACTION PLAN
• Summer
Disaggregate CRCT and EOCT results • Focus on subgroups, domains, grade levels, teams,
courses and individual teachers• Identify areas of broad-based weakness• Identify the needs of individual students
• Summer
Schedule MS/HS Vertical Meetings for the year – math teachers, coaches and graduation coaches
Identify struggling students entering 9th gradeSchedule Math Support classes and additional
intervention opportunitiesThoughtfully assign most well-informed teachers to
Math I and Math Support classesDiscuss available resources
• PreplanningIntroduce Assessment Tools/ Universal Screeners
for identifying underperforming studentsAddress the curriculum with teachersAddress “rigor”Address standards based instructionShare assessment data with teachersDistribute GaDOE Training Calendar and set
expectations for participation
• Allocate ResourcesTarget Title I and REP funds toward support for
underperforming studentsAssign best Teachers to work with struggling
studentsAddress professional development activities for
mathematicsTime – use schedule to prioritize math support
classes, common planning for Math I teachers and regular professional learning activities built into the school day
• During the YearWork with Graduation Coach to monitor
underperforming studentsAttend professional development with Teachers to
discuss data from formative math assessmentsParticipate in Elluminate sessions and conference
calls – include math department chair and teachersUse sample test items to prepare for Mathematics I
EOCT
What’s In Your Plan?
What should you do now to ensure student success in Mathematics I?
How can you involve teachers, students and parents?
How can you target your existing time and funding?
What additional help do you need from the DOE?
Questions and Comments
Dr. Sue Snow ([email protected])
John Wight ([email protected])
Sandi Woodall ([email protected])
Dr. Barbara Lunsford ([email protected])
Rodney Green ([email protected])