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

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umbers of Students

Response to Intervention (RtI):Georgia’s Student Achievement

Pyramid of Interventions

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10-15%

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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 (ssnow@doe.k12.ga.us)

John Wight (jwight@doe.k12.ga.us)

Sandi Woodall (swoodall@doe.k12.ga.us)

Dr. Barbara Lunsford (balunsfo@doe.k12.ga.us)

Rodney Green (rogreen@doe.k12.ga.us)