1. Mathematics Common Core Georgia Performance Standards CCGPS GACIS Fall Conference September 22, 2010 Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.”

2. There are many ways to organize curricula. The challenge, now rarely met, is to avoid those that distort mathematics and turn off students. -Steen 2007 Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” 2

3. Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” 3 WHY? WHAT? WHEN? HOW?

4. Why is the Common Core State Standards Initiative important? Disparate standards create confusing expectations across the states. Global competitive edge is lagging among students in the US. Workforce skills do not match 21 st century workplace demands. Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” 4

5. Why are the Common Core State Standards for Mathematics right for Georgia?  Previous work with the GPS has prepared Georgia for the implementation of the CCSS.  Prior teacher and administrator GPS training ensures a smooth transition.  Although some content may be in different grade levels in the CCSS, all of the standards are addressed in the GPS.  CCSS expectations are consistent with a single/high-rigor diploma requirement for all students. Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” 5

6.  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). How is adoption defined?

7. Each Board Passed Resolutions in Support of the Adoption of CCSS:  Bright From the Start: Georgia Department of Early Care and Learning  Governor's Office of Student Achievement  Georgia Professional Standards Commission  Georgia Student Finance Commission  Technical College System of Georgia  University System of Georgia

8. Common Core for Mathematics Grade-Level Standards  K-8 grade-by-grade standards organized by domain  9-12 high school standards organized by conceptual categories Standards for Mathematical Practice  Describe mathematical “habits of mind”  Provide standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement  Connect with content standards in each grade 8 Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.”

9. How were the K-12 Standards developed? Standards Development Work Groups and Feedback Groups in both ELA and Mathematics, as well as a Validation Committee, were charged with 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, and others, have provided ongoing input. Georgia has been actively involved in the process at every input opportunity. Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” 9

10. The K- 8 Mathematics Standards The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals. The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics. Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content. Students who have completed 7 th grade and mastered the content and skills will be prepared for algebra in 8 th grade. 10 Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.”

11. The High School Mathematics Standards  Call on students to practice applying mathematical ways of thinking to real world issues and challenges;  Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do;  Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions;  Identify the mathematics that all students should study in order to be college and career ready. 11 Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.”

12. 12 Model Course Pathways for Mathematics Pathway A Traditional in U.S. Geometry Algebra I Courses in higher level mathematics: Precalculus, Calculus (upon completion of Precalculus), Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or other courses to be designed at a later date, such as additional career technical courses. Pathway B Integrated approach Mathematics II Mathematics I Algebra II Mathematics III

13. Thomas Fordham Institute GPS and CCSS in 2010 13 Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” Georgia: Grade A- Clarity and Specificity 3/3 Content and Rigor 6/7 Total GPS Score 9/10 Georgia is one of eight states receiving at least 9/10 points. CCSS: Grade A- Clarity and Specificity 2/3 Content and Rigor 7/7 Total CCSS Score 9/10

14. What about the alignment of CCSS with GPS? 14 Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.”

15. How does CCSS compare to GPS ? 15 Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” Example Understand congruence in terms of rigid motion Common Core G-CO 8: Understand congruence in terms of rigid motion. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow the definition of congruence in terms of rigid motions. Students will discover, prove, and apply properties of triangles, quadrilaterals, and other polygons. GPS MM1G3c: Students will discover, prove, and apply properties of triangles, quadrilaterals, and other polygons. Understand, use, and prove theorems for triangles (SSS, SAS, ASA, AAS, HL)

16. How does CCSS compare to GPS ? 16 Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” Example Find inverse functions. Common Core F-BF4b: Find inverse functions. Verify by composition that one function is the inverse of another. Students will explore inverses of functions. GPS M2A5d: Students will explore inverses of functions. Use composition to verify that functions are inverses of each other.

17. CCGPS Draft Alignment Documents Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” 17

18. CCGPS Draft Alignment Documents Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” 18

19. CCGPS Mathematics Timeline Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” 19 September Precision Review Webinars

20. CCGPS Courses & Pathways Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” 20

21. Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” We have a choice. We can simply defend what we have…or create what we need. Sixteen Trends Their Profound Impact on Our Future by Gary Marx

22. Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.”

23. Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” Questions

24. Brad Bryant, State Superintendent of Schools “We will lead the nation in improving student achievement.” Contact Information Sandi Woodall swoodall@doe.k12.ga.us 404.463.1736 Jessica Jetton jjetton@doe.k12.ga.us 404.652.7272 swoodall@doe.k12.ga.us jjetton@doe.k12.ga.us

25. Contact Information Sandi Woodall swoodall@doe.k12.ga.us 404.463.1736 Jessica Jetton jjetton@doe.k12.ga.us 404.652.7272 swoodall@doe.k12.ga.us jjetton@doe.k12.ga.us