11-04-13 HS-GASSP

High School Mathematics in GeorgiaFall GASSP Conference November 4, 2013Sandi Woodall swoodall@doe.k12.ga.us 1High School Mathematics in GeorgiaWhat are the facts surrounding CCGPS?ORmore simply said, why did we have to change high school mathematics in the first place in 2008 and AGAIN in 2012?2

We hear so many reasons why we should not have made changes and we are expected to respond.

So why did we change our high school expectations in mathematics?

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http://robertkaplinsky.com/what-does-it-mean-to-understand-mathematics/ 8So why did we change our high school expectations in mathematics?GPS added rigor we were doing a great job of teaching procedural skills and fluency but we needed focus on deep understanding and applications with equal intensity. Contrary to what some are saying, we do not have to choose between knowledge and thinking skillsCCGPS offered the same structure, but opened the door to a plethora of shared resources and portability for students transferring in and out of Georgia our teachers consistently saw these as challenges with GPSIt is important to know that content changes from GPS to CCGPS were not significant. Only nine GPS standards are not represented within the CC standard set. Three of the unmatched GPS were kindergarten standards which examined ordinal numbers and calendar time. A fourth unmatched standard was a second grade standard focused on temperature. The other five unmatched standards were high school level standards which investigated systems of equations involving two circles, equations of 3-dimensional coordinate planes and spheres, and probability histograms. There are ten CC standards were not represented within the GPS standard set. Four of the unmatched CC standards were grade 4 6 standards which explicitly required an emphasis on fluency in those grade levels. The other six unmatched standards were grade 8 and high school level standards. Four of the six unmatched grade 8 high school standards focused on the interpretation of the structure of expressions and the interpretation of two-way tables as a means of enriching student understanding of conditional probability. The other two added the use of visual and graphic representations to strengthen the inherent connection between algebra and geometry through the coordinate plane. That is not to suggest that there were no grade level changes in the transition from GPS to CCPS, but the rigor has been there Georgia is fortunate to have made the move to higher levels of cognitive thinking with our GPS and our preliminary reports suggest just that other states will need to ramp up the rigor and make those grade level shifts simultaneously our assessments are pushing us to embrace the rigor inherent in both sets of standards

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but it is important to remember that change takes time the good news for us is that we embraced standards-based instruction and rigor beginning in 2005 but connecting procedural skills and fluency to deep understanding and applications was not something we were comfortable with prior to GPS. 10BEN FRANKLIN saidTell me and I forget. Teach me and I remember. Involve me and I learn.That has to be our focus as we continue to embed rigor into our instructional practices; the standards do invite increased rigor, but they simply establish academic expectations for each grade level and do not direct curriculum and instructional practices our mathematics teachers are telling us that they are comfortable with the standards, but need time, along with additional resources and professional learning to teach the standards with fidelity.11High School Mathematics in GeorgiaMathematics Graduation Requirements Mathematics Course Sequence OptionsStudent Placement ConsiderationsRationale for Mathematics Support Courses

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This years seniors entered ninth grade in 2010 those students will need a minimum of Math I and II and two support courses to graduate they will be eligible for admission to some USG post-secondary institutions with Math I, Math II, Math III Support, and Math III this intervention is at least equivalent to the SWD interventions reported in the Graduation Rule.This years juniors entered ninth grade in 2011 and will be our last class following the GPS course sequence exception 2011 eighth graders who began hs coursework important to note that districts no longer have the flexibility of awarding core credit for support courses; however, SWD students need to be enrolled in support courses to meet the criteria of 1st SWD intervention and can use support course credit to meet the criteria of the 2nd intervention.13Prior to the student entering the ninth grade, the students Individualized Education Program (IEP) Team must document that the student has a disability which affects mathematics achievement.

High School Mathematics in GeorgiaWhat do I need to know about course sequence options and student placement considerations?15Mathematics Course Sequence Options4th Course OptionMathematics Course Sequence Options4th Course Option174th Course OptionCCGPS Pre-Calculus or GPS Mathematics IVAP StatisticsAdvanced Mathematical Decision Making (AMDM)Mathematics of Industry and Government (MIG)

Mathematics of Finance (MOF)Statistical Reasoning ~ PROPOSEDMathematics Course Fourth Course Optionsafter earning credit in CCGPS Advanced Algebra or Accelerated CCGPS Analytic Geometry B/ Advanced Algebra or GPS Mathematics III4th Course OptionCalculusAP Calculus AB AP Calculus BCAP StatisticsAdvanced Mathematical Decision Making (AMDM)Mathematics of Industry and Government (MIG)Mathematics of Finance (MOF)Statistical Reasoning ~ PROPOSEDMathematics Course Fourth Course Optionsafter earning credit in CCGPS Pre-Calculus or Accelerated CCGPS Pre-Calculus or GPS Mathematics IV

Option 3: Students will begin the high school accelerated pathway in grade nine and will be prepared for AP Calculus as seniors.Option 4: Students will begin the high school grade level pathway in grade 8 and will be prepared for AP Calculus as seniors note that grades 6-8 advanced mathematics coursework is completed in grades six and seven, so students who take advantage of this option will need to be identified prior to beginning sixth grade.Option 5: should be limited to students who are highly talented in mathematics. It requires the compacting of three years of middle grades standards into two years and Accelerated CCGPS Coordinate Algebra/Analytic Geometry A in 8th grade. After completing Accelerated CCGPS Analytic Geometry B/Advanced Algebra in ninth grade and Accelerated CCGPS PreCalculus in 10th grade, students will be prepared for AP Calculus in the 11th grade.20http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Mathematics.aspx

Sequence options, along with other graduation requirement information, can be found in the Mathematics Requirement Guidance documents aligned with requirements of the ninth grade entry date .21

High School Mathematics in GeorgiaWhat is available to support my mathematics teachers?So heres what Id like focus on for the remainder of this session. Weve viewed a visual representation of rigor and there are lots of other resources aimed at showing teachers exactly what is meant by rigor. However, I know that you are also faced with other questions about support professional learning and resources22

https://www.ceismc.gatech.edu/freeplucourses#math Coordinate AlgebraMiddle School AlgebraMiddle School StatisticsIntegrating Technology in MathematicsMathematics of Industry & Government Parts 1 & 2Pre-Calculus

GaDOE/GCTM Summer AcademiesSix sitesFocus on building content knowledge baseDistricts will be provided funding for participation costs

Everything available is posted within the CCGPS Math tab on GeorgiaStandards.org or within the Learning Village teacher portal - The resources and archived professional learning sessions will soon be available on teachers landing pages in the Teacher Resource Link

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HS SMP Webinar: 8:54 11:4730Coordinate Algebra Course overview video 00:34 1:3131

Coordinate Algebra Unit 2: 31:07 32:3934Coordinate Algebra Teacher-facilitated Unit 2 webinar: 3:55 6:1535

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http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/CRCT.aspxOnline Assessment SystemEOCT Content DescriptionsEOCT Student GuidesEOCT Released Items with Commentary

Sandi WoodallK-12 Mathematics CoordinatorGeorgia Department of Educationswoodall@doe.k12.ga.us