gps mathematics implementation a secondary administrator’s perspective

GPS Mathematics ImplementationA Secondary Administrator’s

Perspective

Change is good.

You go first.-Dilbert

As quoted by former Secretary of Education and Governor of South Carolina Richard Riley

on March 26, 2009

Year Teacher Training Classroom Implementation

2004 Grade 6

2005 Grades K-2, 7 Grade 6

2006 Grades 3-5, 8 Grades K-2, 7

2007 Math I Grades 3-5, 8

2008 Math II Grade 9

2009 Math III Grade 10

2010 Math IV Grade 11

2011 Grade 12

High School Course Chart

Mathematics Accelerated Mathematics

Mathematics I: Algebra/ Geometry/ Statistics Accelerated Mathematics I:

Geometry/ Algebra II/ StatisticsMathematics II:

Geometry/ Algebra II/ StatisticsAccelerated Mathematics II

Advanced Algebra/ Geometry/ StatisticsMathematics III: Advanced Algebra/ Statistics

Mathematics IV Accelerated Mathematics IIIPre-Calculus- Trigonometry/ Statistics

OR

Advanced Placement Statistics

Advanced Mathematical Decision Making

Advanced Mathematical Decision Making in Industry and Government

Advanced Mathematical Decision Making in Finance

(pending state board approval)

Advanced Placement Statistics

Advanced Placement AB/BC


Advanced Mathematical Decision Making in Industry and Government

Advanced Mathematical Decision Making in Finance

(pending state board approval)

What can secondary administrators doWhat can secondary administrators do to enhance GPS Mathematics instructionto enhance GPS Mathematics instruction

in their schools?in their schools?

Collaboration, Co-Teaching and Collaboration, Co-Teaching and Common PlanningCommon Planning

Collaboration Defined• Involves two or more professionals

• Involves heterogeneous groups of students

• Professionals share share responsibility for planning, instructing, and evaluating students

(Information from The Center for Collaborative Education, Pioneer RESA, and North GA GLRS)

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 8

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 9

Co-TeachingCo-Teaching

A powerful tool used to include children with diverse learning needs in the general education classroom

Co-Teaching Approaches

04/21/23 11

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

Communication

DailyDescriptiveStudent WorkWhat’s working? Not? Collaboration Guide

Common Planning

Scheduling to Promote Student Achievement in Math

Scheduling Models

Best Predictors of HS Completion

Enrollment in Math Support

Transfer Students

Scheduling Models

The Best Predictors of HS Completion – What Research Tells Us

National High School Center – SEDLhttp://www.betterhighschools.org

AttendancePromotionSuccessful Completion of Core Courses

SupportingSuccessful Completion of

Mathematics Courses

Georgia Pyramid of InterventionsGeorgia Pyramid of InterventionsTier 1Tier 1

Standards-Based Classroom LearningStandards-Based Classroom Learning

All students participate in general education learning that includes:oUniversal screenings to target groups in need of specific instructional support.oImplementation of the Georgia Performance Standards (GPS) through a standards-based classroom structure.oDifferentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning.oProgress monitoring of learning through multiple formative assessments.

What is the purpose?Who should be enrolled?Who should teach Mathematics I and II Support classes?Is there a need for collaboration between the Mathematics I/II Teachers and the Mathematics I/II Support teacher?What instructional strategies should be evident to the observer?How will students be evaluated?

Mathematics I & II Mathematics I & II Support Classes Support Classes

Points to consider…• The older students get, the less likely

they are to take risks and engage themselves in activities at which they are not sure they will succeed.

• To older students, failure following

high effort appears to carry more negative implications than failure that results from minimal or no effort.

-L.S. Lumsden Student Motivation to Learn, 1994


• Tier Two Intervention• Available 2007-2008 school year• Taught by a certified mathematics teacher• Taught concurrently with regular mathematics class• Student gaps in pre-requisite content identified• Gaps addressed in whole group and on an

individual basis• Content of regular mathematics class accelerated

Mathematics I & II Support Mathematics I & II Support ClassesClasses

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.

Mathematics I & II Support Mathematics I & II Support

Class Enrollment

How do you identify students to be enrolled in a Math Support Class?

Selection should be 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 will include:

teacher recommendation based on student performance in previous/current mathematics class;

failure of a mathematics course;

low scores on the math portion of a normative instrument used by the system to predict success.


• Who should teach these courses? The courses 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 Mathematics I & II Support Classes? One full unit of elective credit is earned for each course.

All 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.


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.


“Although commercially prepared programs and the subsequent manuals and materials are inviting, they are not necessary...

•A recent review of research suggests that interventions are research based and likely to be successful if they are:

1. Correctly targeted and provide explicit instruction in the skill

2. An appropriate level of challenge3. [provide] sufficient opportunities to respond to

and practice the skill4. [provide] immediate feedback on performance

•Thus these [elements] could be used as criteria with which to judge the potential tier 2 interventions.” p.88

Source: Burns, M.K., & Gibbons, K. A. (2008). Implementing response to intervention in elementary and secondary schools. Routledge: New York.

In Mathematics I & II Mathematics I & II Support Classes Support Classes

• 60-70% of the instructional time is spent on acceleration and

• 30-40% of the instructional time on remediation

Learning-Focused Schools Strategies Notebook ,Learning Concepts and Assessments Inc. Learning That Works! Dr. Max Thompson, Dr. Julia Thomason

In Mathematics I & II Mathematics I & II Support ClassesSupport Classes

Teachers and students will discuss the concepts and skills of the current Math I/II unit using the language of mathematics.

Students will investigate the vocabulary of the current unit.

The learning environment will be non-competitive and low-risk, a place where students will feel safe to struggle.

Students will be active participants and not passive observers.

Learning-Focused Schools Strategies Notebook ,Learning Concepts and Assessments Inc. Learning That Works! Dr. Max Thompson, Dr. Julia Thomason

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.


Placement of Students who struggled in Mathematics I…

Mathematics II Support– Placement based on local criteria– NOT for every student– Collaboration between Mathematics II teacher and

Mathematics II Support teacher is a must, so common planning is a consideration

– Guidance provided in Georgia HS Requirements on pages 66-67

Mathematics Support III: Mathematics Support III: SY 2010-2011 & 2011-2012

Data Driven Decision

• Mathematics II EOCT results as predictor of success on the Graduation test

• First administration (look) at the GPS mathematics GHSGT

• AMO for mathematics increasing to 81.2 for 2010-2011 school year from 74.9 (where it has been for three consecutive years)

• Varied Success of Implementation

State Board Rule 160-4-2-.20 Course Number

Mathematics Support IIIChanged Designation from Elective to Core Credit

for the 2010-2011 and 2011-2012 school years only.

27.04600

Guidance regarding the designation of the Mathematics Support III course as a core credit:

The Georgia Department of Education believes that all students can be successful in the Georgia Performance Standards for mathematics as presently written. The Georgia High School Graduation Test (GHSGT) for Mathematics item descriptors, study guide, and course blueprints for spring 2011 already exist. We want to do all we can for students to be successful on this GHSGT. Therefore, the State Board of Education has given districts the flexibility to choose whether Mathematics II students progress to Mathematics III or Mathematics Support III, which has recently been designated a core credit by the State Board of Education. Both Mathematics III and Mathematics Support III will prepare the students to be successful on the mathematics GHSGT.

The Mathematics Support III class is a tier 2 intervention and will be offered for core credit during the 2010-2011 and 2011-2012 school years only. Students will be determined to be at risk based on their performance in Mathematics I and Mathematics II. Once this determination is made, districts should allow students flexibility in mastering the mathematics content of three core courses (Mathematics I, Mathematics II, and Mathematics III) over a four year period by taking Math Support III as an additional core credit in Mathematics. Thus, 2012 and 2013 graduates may meet the four mathematics requirements for graduation by taking Mathematics I, Mathematics II, Mathematics Support III, and Mathematics III. During the Mathematics Support III class, students will focus on mathematics content from Mathematics I, Mathematics II, and Mathematics III. Completion and mastery of Math Support III will provide the mathematics support necessary to pass the GHSGT. As students are recommended for the Mathematics Support III class, mathematics teachers and guidance counselors will provide information regarding the impact on post-secondary options. Students taking Mathematics Support III during their junior year, may, in their senior year after completing Mathematics III , have the option of participation in Mathematics IV or another fourth year option.

Implications• Not all Mathematics II students should be placed in the Mathematics

Support III course. Careful consideration of which students are placed in this course is critical.

• Students may complete the four core mathematics credits required for graduation by successfully completing Mathematics I, Mathematics II, Mathematics Support III, and Mathematics III.

• Students who choose to use this option MUST be advised that the decision to finish their high school courses at Mathematics III may severely limit their post-secondary options.

• Students who wish to enroll in a fourth year option may do so after completing Mathematics III .

• The course content for Mathematics Support III should be the content of Mathematics I, II, and III that are addressed on the GHSGT. The best resources for teachers of the Mathematics Support III course are the GHSGT content descriptors, study guide, and the free online GaVS preparation materials that will be available August 1.

Where to Find the Resources

• Teacher Editions: https://www.georgiastandards.org/resources/Pages/Tools/LearningVillage.aspx

• GHSGT Preparation: http://www.gadoe.org/ci_testing.aspx?PageReq=CI_TESTING_GHSGT

• Free Online Tutorial: https://www.georgiastandards.org/resources/Pages/Tools/ExPreSSPrograms.aspx

• Released Mathematics I and II EOCT items and GHSGT pre-administration items with commentary: https://www.georgiastandards.org/resources/Pages/Tools/LearningVillage.aspx

Mathematics

Fourth Year Options

State Board Rule 160-4-2-.20 Course Numbers

Advanced Mathematical Decision Making 27.08500


in Industry and Government27.08600


in Finance27.08700

Training

• Feedback needed regarding training for fourth year options

• What type of training?• Do you have days that your teachers could attend?

(post-planning?)• Through the ETCs?• How can we best meet your needs?

Common Core GPS Implementation

CCGPS

Common Core State Standards

• Led by National Governor’s Association (NGA) and the Council of Chief State School Officers (CCSSO) with assistance of Achieve, ACT, College Board, and National Association of State Boards of Education (NASBE)

• A partnership of 48 states, D.C., and 2 territories (exceptions: Texas and Alaska)

• Governor Perdue selected by NGA as co-chair• Georgia chosen as 1 of 4 states (GA, FL, NJ, NC) to

receive a grant from the National PTA to assist in Common Core parent communication

How were these K-12 Standards developed?

• Standards Development Work Groups & Feedback Groups in both ELA & Mathematics, as well as a Validation Committee have been charged with the responsibility for the development of the Common Core State Standards.

• Multiple rounds of feedback from states and national organizations representing K-12, post-secondary, civil rights, ELL, SWD, etc., have provided ongoing input.

• Georgia has been actively involved in the process at every input opportunity.

Public comment: March 10 – April 2, 2010www.gadoe.org

Why are the Common Core State Standards right for Georgia?

1. Consistent with GPS2. Fewer, clearer, and higher3. Aligned with college and career expectations4. Rigorous and relevant content and application of

knowledge through higher-order skills5. Internationally benchmarked so that all students are

prepared to succeed in our global economy and society

Why are the Common Core State Standards right for Georgia?

6. Evidence and/or research based7. Vertical alignment of concepts and skills8. Emphasis on content literacy9. Previous work with the GPS has prepared Georgia for

the implementation of the Common Core10.Prior teacher and administrator GPS training ensures a

smooth transition11.Although some content may be in different grade

levels in the Common Core, all of the standards are addressed in the GPS.

How is adoption defined?• 100% of the Common Core K-12 standards in ELA and

mathematics must be adopted within 3 years.• States are allowed to add an additional 15% to the

Common Core.• A state will have “adopted” when the standards

authorizing body (in Georgia, the State Board of Education) within the state has taken formal action to adopt and implement the Common Core.

• States have flexibility as to how they communicate adoption relative to state standards (i.e., GPS).

Common Standards – Essential Steps

• Educators will be given resources, tools, and time to align classroom practice.

• Instructional materials will be developed that align to the standards.

• Assessments will be developed to measure student progress.

• Federal, state, and district policies will be reviewed to ensure they support the Common Core State Standards Initiative to improve student achievement.

Common Core Assessments

• Common Core Summative Assessment Partnership – led by Achieve (GaDOE has signed MOA)

• State Consortium Developing Balanced Assessments of the Common Core – led by CCSSO (GaDOE has signed MOU)

• Assessment Consortium – led by Florida/coalition of states including Massachusetts and North Carolina (GaDOE has signed MOU)

Adoption Timeline

March 10 SBOE BriefingMarch 11 Superintendents’ monthly Elluminate SessionMarch 15 Complete draft Common Core crosswalk with GPSMarch 10-April 2 Public input opportunityApril 8 Item for Information to SBOEMay TBA Final draft to GaDOEMay 13 Action Item to the SBOE for posting

CommonCoreJune 10 Action Item for adoption of Common CoreJuly 8 Common Core GPS Adopted by SBOEJune – August 2010 Common Core communication to LEAs2010-2011 Resource alignment and training2011-2012 Common Core implementation

Mathematics Educators’ Feedback Timeline

• March 16, 2010 Save downloaded Crosswalk• March 18, 2010 Webinar at 3:30 PM for first

feedback session• March 23, 2010 Webinar at 10:00 AM for

second feedback session• March 25, 2010 Webinar at 3:00 PM for last

feedback session• April 2, 2010 Submit written comments

compiled from webinar sessions

Placement of Transfer StudentsGeorgia HS Graduation Requirements:

Preparing Students for Success, pp. 65-66– Existing math credits granted by out-of-state schools should be transferred as math credit– For those students entering 9th grade, the assessment and modules contained in the Georgia Virtual

School High School Transition Course may be used to assess and remediate topics contained in the middle grades GPS courses. Students needing extensive remediation on middle grades topics should be placed in a Math Support Class and Mathematics I.

Entering with credit for:

Placement under GPS Possible remediation needed

Algebra I Mathematics I, possibly with Math Support

Standards in geometry and data analysis and probability (Grades 6-8)

Algebra I & Geometry Mathematics II or Accelerated Mathematics II

Standards in data analysis and probability (Grades 6-8 and Mathematics I)

Algebra I, Geometry, & Algebra II Mathematics III, Accelerated Mathematics III or Mathematics IV

Standards in data analysis and probability (Grades 6-8, Mathematics I and Mathematics II)

Placement of Transfer Students

What does a GPS What does a GPS Mathematics Standards-Mathematics Standards-

Based classroom Based classroom

look like?look like?

What does a standards-based What does a standards-based mathematics classroom look like?mathematics classroom look like?

Flexible cooperative groups of childrenHands-on learning experiences“Productive” noiseDifferentiation of process and products is

encouraged within tasksStudent work with teacher commentary is

available for student referenceMultiple representations of solutions are valuedBalanced approach to concepts, skills, and

problem solving

Role of the teacher:Role of the teacher:

Plan authentic learning experiences

Talk less, listen more

Provide solid foundations inmathematics to promote applicationof skills and knowledge


Circulate through the classroom, facilitating mathematics discussions Provide clarification when necessary Ask questions that encourage reasoning and making connections


Establish classroom procedures to promote effective management of small groups of differentiated learners Participate in ongoing assessments of all learners

Role of the students:Role of the students: Work individually, in pairs, or small groups to complete a task Gather data, share ideas, look for patterns, make conjectures, and utilize problem-solving strategies

Explore mathematical relationships and make connections to real life experiences Ask questions and look for solutions

Role of the students:Role of the students:

More More andand LessLess

MORE experiential, inductive, hands-on learning

MORE active learning with all the attendant noise of students doing, talking, and collaborating

MORE in-depth study of a smaller number of topics

MORE responsibility transferred to students for their goal-setting, record-keeping, monitoring, evaluation, and academic work


MORE choice for students; e.g., approaches to solutions, display of products, etc.

MORE attention to affective needs and varying cognitive styles of students

MORE cooperative, collaborative activity


LESS whole-class teacher-directed instruction LESS student passivity, sitting, listening, and

receiving LESS emphasis by teachers to cover large amounts of

material LESS rote memorization of facts and details LESS focus on competition and grades

Why work in groups or pairs?

1. When students see a peer complete tasks successfully, they are more apt to believe that they can be successful

2. When teaching one another, retention increases drastically

3. Students learn when

they talk about the math

The Four Parts of a LessonThe Four Parts of a Lesson

• Warm-up/Sponge Activity

• Setting the Stage/

Mini-Lesson/Opening

• Task time/Work Period

• Summary/Closing

Centers of Triangles… a classroom video

How is the Georgia Department of Education supporting GPS

Mathematics Standards-Based Instruction?

How is the Georgia Department of Education supporting

Secondary Mathematics teachers?The Learning Village Frameworks – Teacher Editions Webinars via ElluminateLive!Newsletters Classroom Videos Parent Letters EOCT/GHSGT Content Descriptions & Study

Guides Communication with GaDOE Mathematics Team

Where can Mathematics

teachers find the DOE resources?

Go to https://www.georgiastandards.org

CLICK ON

Sign up for a GaDOE accountOROR

Enter your GaDOE Username and Password

Dashboard of Instructional sources …

and and Assessment Assessment

Tools. Tools.

Available Web-Based Available Web-Based Resources…Resources…

and other subject areas of GaDOE.

Learning Village expansion to include ALL frameworks for Mathematics

Timeline for Next StepsJuly

• Review Master Schedule• Establish a School Data Team to collect data for

creation of additional math assessments to determine focus for individuals in math support

• Schedule Vertical Teaming Meetings• Review the School Keys Math Rubric• Schedule Math Teachers for August DOE

Training

Timeline for Next StepsStart of School

• Make attendance of Ninth Grade

Students a priority

• School Data Team and Counselors collaborate to focus on Ninth Grade students’ academic success

• HS Math Department plans agenda for Vertical Team meeting with MS Math Teachers

Timeline for Next Steps

September-October• Monitor student success in

Mathematics I – III and Support classes

• Assess Mathematics Department usage of Learning Village

Contact InformationJanet [email protected]

Sandi [email protected]

gps mathematics implementation a secondary administrator’s perspective

Documents