GPS Mathematics
Implementation
A 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
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
Classroom
Implementation
Grade 12
High School Course Chart
Mathematics
Mathematics I:
Algebra/ Geometry/ Statistics
Accelerated Mathematics
Accelerated Mathematics I:
Geometry/ Algebra II/ Statistics
Mathematics II:
Geometry/ Algebra II/ Statistics
Mathematics III:
Advanced Algebra/ Statistics
Mathematics IV
Accelerated Mathematics II
Advanced Algebra/ Geometry/ Statistics
Accelerated Mathematics III
Pre-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
Advanced Mathematical Decision Making in Industry
and Government
Advanced Mathematical Decision Making in Finance
(pending state board approval)
What can secondary administrators do
to enhance GPS Mathematics instruction
in their schools?
Collaboration, Co-Teaching and
Common Planning
Collaboration Defined
•
Involves two or more professionals
•
Involves heterogeneous groups of
students
•
Professionals 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
3/22/2016
8
Benefits of Collaboration
For 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
3/22/2016
9
Co-Teaching
A powerful tool used to
include children with
diverse learning needs
in the general
education classroom
Teacher
Different
Different
Independent
Station/Center
Different
Teacher
Different
Same
Parallel
Alternative
Different
Teacher
3/22/2016
Same
Teacher
Teacher
Teacher
Co-Teaching Approaches
Teacher
Teacher
Same
Team/Co-Teaching
11
Communication
Daily
Descriptive
Student Work
What’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
 Attendance
Promotion
Successful Completion of Core Courses
National High School Center – SEDL
http://www.betterhighschools.org
Supporting
Successful Completion of
Mathematics Courses
Did the plan work?
What is the problem?
What does the data show?
What does the data show?
Implement the plan
Who will do what, where,
when, and how often?
How will fidelity of
implementation be
determined?
Why is this happening?
Curriculum Issue?
Instructional Issue?
Student Issue?
What is our plan?
What are we going to do?
What interventions are
needed?
How will we measure
success?
Georgia Pyramid of Interventions
Tier 1
Standards-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.
Mathematics I & II
Support Classes
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?
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
Mathematics I & II
Support Classes
•
•
•
•
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
Classes
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
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.
Mathematics I & II
Support Classes
• 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.
Mathematics I & II
Support Classes
•
•
•
•
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.
Mathematics I & II
Support Classes
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 challenge
3. [provide] sufficient opportunities to respond to
and practice the skill
4. [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
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
Support 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
Mathematics I & II
Support Classes
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:
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 III
Changed 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/ExPreSSProgram
s.aspx
• Released Mathematics I and II EOCT items and GHSGT preadministration 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
Advanced Mathematical
Decision Making
in Industry and Government
27.08600
Advanced Mathematical
Decision Making
in Finance
27.08700
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, 2010
www.gadoe.org
Why are the Common Core State Standards
right for Georgia?
1. Consistent with GPS
2. Fewer, clearer, and higher
3. Aligned with college and career expectations
4. Rigorous and relevant content and application of
knowledge through higher-order skills
5. 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.
7.
8.
9.
Evidence and/or research based
Vertical alignment of concepts and skills
Emphasis on content literacy
Previous work with the GPS has prepared Georgia for
the implementation of the Common Core
10. Prior teacher and administrator GPS training ensures a
smooth transition
11. 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
March 11
March 15
March 10-April 2
April 8
May TBA
May 13
June 10
July 8
June – August 2010
2010-2011
2011-2012
SBOE Briefing
Superintendents’ monthly Elluminate Session
Complete draft Common Core crosswalk with GPS
Public input opportunity
Item for Information to SBOE
Final draft to GaDOE
Action Item to the SBOE for posting CommonCore
Action Item for adoption of Common Core
Common Core GPS Adopted by SBOE
Common Core communication to LEAs
Resource alignment and training
Common Core implementation
Mathematics Educators’ Feedback
Timeline
• March 16, 2010
• March 18, 2010
• March 23, 2010
• March 25, 2010
• April 2, 2010
Save downloaded Crosswalk
Webinar at 3:30 PM for first
feedback session
Webinar at 10:00 AM for
second feedback session
Webinar at 3:00 PM for last
feedback session
Submit written comments
compiled from webinar sessions
Placement of Transfer Students
Georgia 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
Mathematics StandardsBased classroom
look like?
What does a standards-based
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
Role of the teacher:



Plan authentic learning experiences
Provide solid foundations in
mathematics to promote application
of skills and knowledge
Talk less, listen more
Role of the teacher:



Circulate through the classroom,
facilitating mathematics discussions
Provide clarification when
necessary
Ask questions that encourage
reasoning and making connections
Role of the teacher:


Establish classroom procedures to
promote effective management of
small groups of differentiated
learners
Participate in ongoing assessments
of all learners
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
Role of the students:


Explore mathematical relationships
and make connections to real life
experiences
Ask questions and look for
solutions
More and Less

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 and Less



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
More and Less





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 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 account
OR
Enter your GaDOE Username and Password
Dashboard of Instructional sources …
Available Web-Based
Resources…
and
Assessment
Tools.
Learning Village expansion to
include ALL frameworks for
Mathematics
and other subject areas of GaDOE.
Timeline for Next Steps
July
• 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 Steps
Start 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 Information
Janet Davis
jdavis@doe.k12.ga.us
Sandi Woodall
swoodall@doe.k12.ga.us
404.463.6924