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Metro RESA Board of Control

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The Georgia Performance Standards K-12 Mathematics Kathy Cox State Superintendent of Schools Metro RESA Board of Control October 24, 2007 Public Issues and Concerns ... – PowerPoint PPT presentation

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Title: Metro RESA Board of Control


1
The Georgia Performance Standards K-12
Mathematics
Kathy Cox State Superintendent of Schools
  • Metro RESA Board of Control
  • October 24, 2007

2
  • What does the data tell us about mathematics
    achievement in Georgia and the nation?

3
Georgias Student Achievement in Math Percent
Passing CRCT (5th 8th) or E-GHSGT (11th)
4
What the Data Tells Us About MathSAT Results by
Subject (all schools)
  • Overall Score
  • Georgia 1,472
  • Nation 1,511
  • Reading
  • Georgia 494
  • National Average 502
  • Mathematics
  • Georgia 495
  • National Average 515
  • Writing
  • Georgia 483
  • National Average 494

5
What the Data Tells Us
  • Percent of SAT Test Takers w/ 4 years of Math
  • NATION 62 percent
  • GEORGIA 69 percent
  • Score for SAT Test Takers w/ 4 years of Math
  • NATION 529 on math portion
  • GEORGIA 500 on math portion
  • What kind of Math are they taking?

6
Georgias Student Achievement in Math
7
International Student Achievement in Math Program
for International Student Assessment (Mathematics)
  • TOP 5 SCORES
  • Finland 544
  • South Korea 542
  • Netherlands 538
  • Japan 534
  • Canada 533
  • INTERNATIONAL AVERAGE 500
  • UNITED STATES
  • Average Score 483
  • 24th out of 30 countries
  • Well below International Average

8
International Student Achievement in
Math Trends in International Mathematics and
Science Study 1999 (TIMSS)
9
What Is It?
  • Balance of concepts, skills, and
  • problem solving emphasizing
  • understanding and relevance

10
WHAT is it?
  • Adapted from the 1989 Japanese standards
  • Written using the North Carolina format
  • Rigorous grade-level standards

11
How Is it Different?
  • Lean fewer topics at every grade level
  • Rigorous more depth of understanding
  • Coherent less repetition, more use of
    previously learned content

12
How is it different?Comparison of the Sheer
Number of Standards Expected to Be Learned in a
Year
13
How is it different?Implications for the
Classroom
  • Students actively engaged in mathematics
  • Explaining thinking
  • Justifying work
  • Using multiple representations
  • Making connections
  • Choosing appropriate technology

14
Georgias Mathematics CurriculumWhat is it?
  • K-8 Mathematics
  • K-2 Four strands number and operations,
    measurement, geometry, and data analysis
  • 3-5 Algebra strand is added
  • 6-8 In-depth treatment of algebra, geometry,
    data analysis and probability begins in grade 6
    traditional first-year algebra and much of the
    traditional geometry course completed by the end
    of grade 8.

15
Georgias Mathematics CurriculumWhat is it?
  • High School Mathematics
  • Integrated curriculum
  • Common level of mastery
  • Multiple paths of study

16
High School Course Chart
17
How was it created?Partnerships Collaboration
  • University System of Georgia
  • Georgia Department of Technical and Adult
    Education
  • Governors Office of Workforce Development
  • Regional Education Services Agencies
  • Georgia Council of Teachers of Mathematics

18
How was it created?
  • Aligned with National Organizations, including
  • National Council of Teachers of Mathematics-NCTM
    Focal Points
  • College Board
  • American Statistical Association
  • Achieve

19
National Council of Teachers of Mathematics
Curriculum Focal Points
The Curriculum Focal Points are the most
important mathematical topics for each grade
level. They comprise related ideas, concepts,
skills, and procedures that form the foundation
for understanding and lasting learning. http//ww
w.nctm.org/focalpoints.aspx
20
National Council of Teachers of Mathematics
Curriculum Focal Points
A Research Companion to Principles and Standards
for School Mathematics   Table of
ContentsPreface Edited by Jeremy Kilpatrick, W.
Gary Martin, and Deborah Schifter
This useful companion to Principles and Standards
is for anyone seeking to explore the
underpinnings of that document in the scholarly
literature. It synthesizes a sizeable portion of
the professional literature to lend valuable
insight into current thinking about school
mathematics and presents a comprehensive analysis
of what research should be expected to do in
setting standards for school mathematics.
21
Alignment to NCTM Focal Points
  • NCTM Curriculum Focal Points Grade 7
  • Number and Operations and Algebra
  • Developing an understanding of operations
    on all rational numbers and solving linear
    equations
  • GPS 7th Grade Mathematics
  • Understand and use rational numbers, including
    signed numbers
  • Solve linear equations in one variable
  • Analyze the characteristics of linear
    relationships

22
The College Board
Mathematics and Statistics Standards for College
Success Adapted for Integrated Curricula http//w
ww.collegeboard.com/about/association/academic/sta
ndard.html
23
The American Statistical Association
Guidelines for Assessment and Instruction in
Statistics Education Franklin, C.A., et al.
2007 ISBN 978-0-9791747-1-1 http//www.amstat.o
rg/education/gaise
24
What are People Saying About Georgias Math
Curriculum?
  • In some areas, Georgias mathematics
    standards exceed the scope and level of rigor
    expected for all students in the ADP Benchmarks
  • thus students who achieve at this level of
    the standards should be well positioned to be
    successful in a wide array of postsecondary
    endeavors
  • Georgia is one of the nations leaders in
    setting rigorous standards for all students.
  • 8/15/07 Letter from Michael Cohen,
  • President of Achieve, Inc.

25
What are People Saying About Georgias Math
Curriculum?
  • International studies show that high
    achieving nations teach for mastery in a few
    topics, in comparison with our mile-wide-inch-deep
    curriculum there should be a de-emphasis on a
    spiral approach that continually revisits topics
    year after year without closure.
  • Higher order thinking and problem solving,
    which presume acquisition of basic skills, are
    not only necessary for entry into the scientific
    and technical workforce, but are also becoming
    increasingly important for achieving success in
    other kinds of occupations.
  • Preliminary Report from the National Math Panel

26
Where are we?
  • Resources
  • Training
  • Graduation rule guidance
  • Implementation issues
  • Starting now

27
Resource Materials
  • High school frameworks
  • Mathematics 1-4 and Accelerated Math 1-3
  • Mathematical background
  • Tasks
  • Teacher notes
  • Sample lessons, homework, and assessments

28
Mathematics 1 Framework
  • Curriculum Map and units 2 and 4 posted on
    www.georgiastandards.org
  • Deadline for posting remaining units is December
    1, 2007
  • Hardcopies due to schools in January

29
Videos
  • Four videos of teachers teaching tasks from the
    frameworks
  • Vignettes on questioning, assessment,
    differentiated instruction, strategies for
    struggling students
  • Principals Toolkit currently posted on
    gadoe.org/math page

30
High School Training
  • Day 1 Overview of GPS/Algebra Strand
  • Day 2 Access for All Students/Algebra Strand
  • Day 3 Getting a Head Start/Data Analysis and
    Probability
  • Day 4 Planning for a Standards-based
    Classroom/Geometry
  • Day 5 Assessment

31
Resources Provided to Participants
  • Guidelines for Assessment and Instruction in
    Statistics Education http//www.amstat.org/educat
    ion/gaise
  • EDThoughts What we know about mathematics
    teaching and learning.
  • Implementing Standards-based Mathematics
    Instruction.
  • Integrated Mathematics Choices and Challenges

32
Online Professional Learning for High School
Mathematics
  • Days 1-3
  • www.georgiastandards.org
  • Math Frameworks-click on 9-12
  • Guidance for use of materials
  • Research and Resource Manual
  • 11 interactive video sessions
  • Live links for downloadable tasks and articles to
    be used in conjunction with videos

33
Graduation Rule Guidance
  • Flowchart
  • Course descriptions, including year four options
  • Recommendations for placement of transfer
    students into and out of the state
  • Guidelines for use of transition course
  • Guidelines for Math Support

34
Public Issues and Concerns
  • Course names
  • Rigor
  • Tried and failed
  • Acceptance by selective colleges and universities
  • Balance
  • Acceleration

35
Starting NOW!
  • Use tasks from existing frameworks in current
    classes
  • Begin to collaborate with other teachers in your
    building
  • Have vertical team meetings with math teachers in
    your feeder middle schools
  • Utilize high school training videos
  • Share your work with others in the state

36
GaDOE Mathematics Contact Information
  • K-12
  • Claire Pierce cpierce_at_doe.k12.ga.us
  • 9-12
  • Janet Davis jdavis_at_doe.k12.ga.us
  • Janet Tomlinson jtomlinson_at_doe.k12.ga.us
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