Mathematics in Georgia

District Mathematics Supervisors

December 17, 2014 Brooke Kline [email protected]

Turtle Toms [email protected]

Sandi Woodall [email protected]

Update Topics

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Statewide Mathematics Standards Review

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Foundations of Algebra Course

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Computer Science & 4

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Mathematics Course Options

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State Mathematics Standards Review

Date

August 2013-September 2014 October 2-3, 2014 Surveys and Listening Sessions

Event

Mathematics Working Committee October 9, 2014 October 21, 2014 October 27, 2014 Mathematics Advisory Council State Board of Education Retreat Combined Advisory and Working Committee October – December 2014 November 12,2014 – January 10, 2015 Business and Industry Input SBOE approval to post standard revisions for 60-day public review December 11, 2014 January 15, 2015 Status Report to SBOE Request to SBOE for approval of revision based on feedback 12/8/14

Mathematics Survey Link

http://www.surveygizmo.com/s3/1867786/ Math-Standards-Review-Survey

12/8/14

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State Mathematics Standards Review

Public Review Update

The revised standards are posted from November 12, 2014 - January 10, 2015 for public review comments.

To date, approximately 1500 Georgia stakeholders have responded to the mathematics public review request.

A substantial number of respondents have expressed concerns about the number of standards in the ninth and tenth grade courses.

Survey comments, along with suggestions from the working and advisory committees, will lead to a recommendation to the SBOE regarding proposed reductions in standards in both courses.

5/1/2020

Mathematics Phone Contacts Integrated vs. Discrete Options

School districts, including those that indicated via the RESA survey that 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 on 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 5/1/2020

High School Mathematics

• • • Discussions continue among State Board of Education members and their constituents regarding the discrete and integrated ninth and tenth grade courses.

GPS : integrated blending of algebra and geometry standards throughout the three courses CCGPS: discrete studies of algebra and geometry with connectivity by linking algebra and geometr y in each of the three courses Proposed Traditional: discrete studies course.

of algebra in two courses and a discrete study of geometry in one 12/8/14

Foundations of Algebra Course Status Report

• • • A proposal for a high school core course titled Foundations of Algebra, aimed at students who struggle meeting.

significantly in middle school mathematics, was introduced during the SBOE November 2014 It was requested that the course be implemented in the 2015-2016 school year. The GaDOE mathematics team was asked to designate an initiative lead to study the requirements surrounding the implementation of a course.

12/8/14

Foundations of Algebra Course Status Report

• The initiative lead, in collaboration with the GaDOE team, convened a task force to examine existing K-12 mathematics standards to be amalgamated for the purpose of revisiting and expanding student understanding of foundational algebra concepts.

• A final draft of the course standards was submitted on December 12, 2014, for review .

12/8/14

Foundations of Algebra Course Status Report

If the course and all facets of the course initiative are approved at the January SBOE meeting: 1. Student Enrollment Criteria will be established and a Monitoring Plan Guidance document published.

2. Course and Module Pre- and Post- Assessments, along with a Screener Administration and Usage Manual, will be published.

12/8/14

Foundations of Algebra Course Status Report

If the course and all facets of the course initiative are approved at the January SBOE meeting: 3. A teacher guidance course overview and 5 modules of instruction emphasizing differentiation will also be crafted.

4. Professional learning sessions will be designed to include: two 3-hour segments focused on the administration and usage of the progress screener; four 3-hour segments focused on the course module content; and one 3-hour segment for school/district administration.

12/8/14

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Foundations of Algebra Q & A

How would the course fit into our current high school mathematics sequence of courses?

Grade Option 1 Option 2 Option 3 Coordinate Algebra Accelerated Coordinate Algebra/Analytic Geometry A Foundations of Algebra 10th Analytic Geometry 11th Advanced Algebra Accelerated Analytic Geometry B/ Advanced Algebra Coordinate Algebra Accelerated Pre-Calculus Analytic Geometry 12th Pre-Calculus or Other 4 th Course Option AP Calculus or Other 4 th Course Option Advanced Algebra

12/8/14

Foundations of Algebra Q & A

How would the approval of the core course impact our current mathematics graduation requirements?

1. The course would be added to the IDA-3 roster of state-funded courses as a core course.

2. The mathematics graduation requirements would remain virtually unchanged.

Four units of core credit in mathematics shall be required of all students, including Mathematics I or GPS Algebra, or its equivalent and Mathematics II or GPS Geometry, or its equivalent and Mathematics III or GPS Advanced Algebra or its equivalent. Additional core courses needed to complete four credits in mathematics must be chosen from the list of GPS/ CCGPS /AP/IB/dual enrollment designated courses.

12/8/14

Foundations of Algebra Q & A

Will students who complete the option 3 sequence be eligible for admission to USG /TCSG institutions?

1. USG and TCSG have assured us that students completing the option 3 sequence will be eligible for admission to some of their institutions.

2. USG suggests that the completion of four years of mathematics core courses is strongly advised.

12/8/14

Computer Science Courses : Status Report        

In response to the Governor’s expectation that the SBOE/GaDOE allow computer programming courses to satisfy 4th mathematics and/or 4th science core requirements and/or foreign language credit, a Computer Science Task Force was created to 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 12/3/2014

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Computer Science Timeline

December 3, 2014 – Computer Science Task Force Meeting December 11, 2014 - Status Report to State Board of Education December 17, 2014 – Computer Science Task Force Meeting January 15, 2015 - Proposal to State Board of Education February 19, 2015 – Included in the Rule (160-4-2-.20) 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 2015-2016 School Year – Students to count designated Computer Science courses as a 4 or TCSG th science and/or 4 th mathematics core requirements and/or foreign language for unit credit – all meeting admission requirements for either USG 12/3/2014

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