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School Counselors and the new South Carolina College- and Career-Ready Standards for Mathematics Webinar July 16, 2015

Overview Welcome and Introductions Session Outcomes Accessing Standards and Resources Profile of the South Carolina Graduate Standards Overview High School Mathematics Pathways Implementation Considerations

Welcome and Introductions

Lindsay Boozer Secondary Mathematics Education Associate Division of College and Career Readiness South Carolina Department of Education (803) Introduction

Janel Johnson Middle Level Mathematics Education Associate Division of College and Career Readiness South Carolina Department of Education (803) Introduction

Session Outcomes

Understand the accessibility, format, and structure of the new mathematics standards. Explain the Profile of the SC Graduate and investigate its relationship to the standards. Communicate updated high school mathematics pathways and guidelines. Understand the role school counselors play in securing IHE and NCAA approval of high school mathematics courses.

Accessing the Standards and Resources

Accessing the Standards and Resources ed.sc.gov/agency/ccr/Standards-Learning/Mathematics.cfm

Joining our Edmodo Groups

SCDE Mathematics Team: Create an account. (If you have an account, log in.) 2. Enter URL above. 3. Or enter following current code: sg78ki Joining our Edmodo Groups

Office of Standards and Learning: Create an account. (If you have an account, log in.) 2. Enter URL above. 3. Or enter following current code: qy8iuu Joining our Edmodo Groups

Profile of the SC Graduate

Standards Overview

Mathematics Standards Overview ● Process Standards ● Content Standards  Grade Level (K – 8)  High School Standards Compilation of all HS Standards Course Standards Graduation Standards Source: South Carolina College- and Career-Ready Standards for Mathematics 2015

Mathematical Process Standards 1.Make sense of problems and persevere in solving them. 2.Reason both contextually and abstractly. 3.Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others. 4.Connect mathematical ideas and real-world situations through modeling. Source: South Carolina College- and Career-Ready Standards for Mathematics 2015

Mathematical Process Standards 5.Use a variety of mathematical tools effectively and strategically. 6.Communicate mathematically and approach mathematical situations with precision. 7.Identify and utilize structure and patterns. Source: South Carolina College- and Career-Ready Standards for Mathematics 2015

Profile of the SC Graduate & Process Standards

Format of Math Content Standards K – 8 Grade Level Content Standards Source: South Carolina College- and Career-Ready Standards for Mathematics 2015

Format of Math Content Standards High School Content Standards

High School Organization Compilation Section: Source: South Carolina College- and Career-Ready Standards for Mathematics 2015

High School Organization Courses: Algebra 1 Foundations in Algebra Intermediate Algebra Algebra 2 Geometry Probability and Statistics Pre-Calculus Calculus Source: South Carolina College- and Career-Ready Standards for Mathematics 2015

Format of Math Content Standards High School Content Standards

Graduation Standards Standards denoted by an asterisk (*) Subset of the SCCCR Content Standards for Mathematics Course sequences will provide students with the opportunity to learn all SCCCR Graduation Standards as appropriate for their intended career paths. Source: South Carolina College- and Career-Ready Standards for Mathematics 2015

High School Mathematics Pathways

Progression Document

Pathways Foundations in Algebra Intermediate Algebra Geometry Fourth Course Options Algebra 1 Geometry or Algebra 2 or Geometry Fourth Course Options Fifth Course Options (Accelerated)

Graduation Standards in Middle School High School Course Graduation Standard Middle School Standard(s) Pre-Calculus NVMQ.68.DSP.5 Foundations in Algebra Probability and Statistics SPMJ.17.DSP.1, 7.DSP.2, 7.DSP.4 Foundations in Algebra Probability and Statistics SPMJ.27.DSP.6, 7.DSP.7 Foundations in Algebra Probability and Statistics SPID.58.DSP.4 Foundations in Algebra Probability and Statistics SPMD.47.DSP.6, 7.DSP.7, 7.DSP.8 Foundations in Algebra Probability and Statistics SPMD.57.DSP.6, 7.DSP.7, 7.DSP.8 Foundations in Algebra Probability and Statistics SPMD.67.DSP.6, 7.DSP.7, 7.DSP.8

Implementation Considerations

How have the guidelines in the Activity Coding System been updated to reflect the new courses/pathways? How do the new South Carolina College- and Career-Ready Standards for Mathematics affect course titles and codes? What needs to be done to ensure IHE and NCAA support? Implementation Considerations for School Counselors

Pathways Foundations in Algebra Intermediate Algebra Geometry Fourth Course Options Algebra 1 Geometry or Algebra 2 or Geometry Fourth Course Options Fifth Course Options (Accelerated)

Guidelines in Activity Coding System Activity Coding System for , June 2015 version: services/124/ services/124/ Pages 35 and 36

Guidelines in Activity Coding System: Fundamental/Accelerated Math Fundamental Math and Accelerated Math courses are phasing out is the last year Fundamental Math 1 and Accelerated Math 1 can be offered (3150 and 3155) is the last year Fundamental Math 2 and Accelerated Math 2 can be offered (3151 and 3156) is the last year Fundamental Math 3 and Accelerated Math 3 can be offered (3152 and 3157).

Guidelines in Activity Coding System: MT 1 and 2 A student who successfully completes Mathematics for the Technologies 1 (3141) must subsequently enroll in Mathematics for the Technologies 2 (3142). Upon completion of this two-course sequence, a student must take the state-mandated Algebra 1 End-of-Course assessment (Algebra 1 EOCEP) administered at the completion of the second course, Mathematics for the Technologies 2 (3142). A student may either: receive one (1) mathematics credit for Mathematics for the Technologies 1 (3141) and one (1) mathematics credit for Mathematics for the Technologies 2 (3142); OR receive one (1) mathematics credit for Algebra 1 (4114). A student may not receive mathematics credits for both Mathematics for the Technologies 1 (3141) and Algebra 1 (4114). Similarly, a student may not receive mathematics credits for both Mathematics for the Technologies 2 (3142) and Algebra 1 (4114). A school that offers Mathematics for the Technologies 1 (3141) must subsequently offer Mathematics for the Technologies 2 (3142).

Guidelines in Activity Coding System: Foundations and Intermediate Students must not enroll in Foundations in Algebra (4116) prior to ninth grade. A school that offers Foundations in Algebra (4116) must subsequently offer Intermediate Algebra (4117). Students who successfully complete Foundations in Algebra (4116) must subsequently enroll in Intermediate Algebra (4117). Upon completion of this two-course sequence, students must take the state-mandated Algebra 1 End-of-Course assessment (Algebra 1 EOCEP) administered at the completion of the second course, Intermediate Algebra (4117). Students may not receive mathematics credits for both Foundations in Algebra (4116) and Algebra 1 (4114). Students who have a final average of D in Algebra 1 (4114) may subsequently enroll in Intermediate Algebra (4117). Students who complete Intermediate Algebra (4117) after Algebra 1 (4114) must re-take the state-mandated Algebra 1 End-of-Course assessment (Algebra 1 EOCEP) administered at the completion of Intermediate Algebra (4117).

High School Course Codes Activity Coding System Algebra 1 (4114) Foundations in Algebra (4116) Intermediate Algebra (4117) Algebra 2 (4115) Geometry (4122) Probability and Statistics (4141) Pre-Calculus (4131) Calculus (4135) District/School Programs of Study

Commission of High Education College preparatory course prerequisite requirements: College freshmen entering a four-year public institution of higher education during or after the 2019 – 20 academic school year must successfully complete Algebra 1, Algebra 2, Geometry, and an additional mathematics course above the Algebra 2 level. See and n%20calendar&materials/2015/May/Agenda_ Item_602_C.pdf for more information. n%20calendar&materials/2015/May/Agenda_ Item_602_C.pdf

Pathways Foundations in Algebra Intermediate Algebra Geometry Fourth Course Options Algebra 1 Geometry or Algebra 2 or Geometry Fourth Course Options Fifth Course Options (Accelerated)

Commission of High Education College preparatory course prerequisite requirements: New courses titled Foundations in Algebra and Intermediate Algebra may count together as a substitute for Algebra 1 if a student successfully completes Algebra 2. See and ion%20calendar&materials/2015/May/Age nda_Item_602_C.pdf for more information. ion%20calendar&materials/2015/May/Age nda_Item_602_C.pdf

NCAA Eligibility Districts and schools play an integral role in the initial-eligibility certification process for college-bound student-athletes. It is the responsibility of each district and/or school to submit core course changes (new titles, old titles, and title changes) via the NCAA Eligibility Center. NCAA Eligibility Center

Support

Mathematics Support Resources K – 8 Alignment Documents K – 8 Vertical Articulation Documents High School Progression Document (alignment and progression) Observation Tool Support Documents Pathways Documents Professional Learning Opportunities

Contact Information

Mary Ruzga, Elementary Mathematics Education Associate: Janel Johnson, Middle School Mathematics Education Associate: Lindsay Boozer, Secondary Mathematics Education Associate: