Mathematics Updates

"High achievement always takes place in the framework of high expectation." This quote from Charles F. Kettering, an American inventor, engineer, businessman, and the holder of 186 patents, holds true for our classrooms.

As a system that is committed to providing "high-level, engaging work for all learners," the Coweta County School System has set high expectations for the 2017-2018 school year. The district has two SMART goals for this year's academic emphasis, and one of them relates to mathematics.

SMART Goal: During the 2017-18 school year, increase by 5% (45% to 50%) the percentage of students scoring proficient and distinguished on the Math Milestones EOG and EOC (grades 3 - 12) assessments.

• Elementary - 232
  
• Middle - 275
  
• High - 197
  
• Total - approx. 700
  

Within the framework of high expectations in each classroom, this SMART goal can not only be reached, it can be exceeded. Use the Achievement Level Descriptors related to the standards being taught. Have students examine the differences between levels of performance, self-evaluate where they are on the continuum, set goals for where they want to perform, and then re-assess their level after having an opportunity to learn.

The goal has been set. Let's get on target to reach it. How will your students measure up?

Teachers are powerful. And almost everything we do improves learning (has an effect size above zero). Teachers can increase their power on student learning by knowing the impact of strategies they are using -- and by adopting strategies that work better.

Read this article by John Hattie to learn more about what he means by "Know thy impact." Investigate effect sizes Hattie's research has revealed for a variety of strategies that have been implemented in the classroom.

The math program specialists at GaDOE have provided responses to questions regarding newly implemented fourth math options, College Readiness Mathematics (CRM) and Technical College Readiness Mathematics (TCRM). Both courses are considered bridge courses because they help students make a successful transition to the math courses at their postsecondary schools. Below are answers to some questions about CRM.

• CRM was approved as a fourth mathematics course option for students who have completed Algebra I/Coordinate Algebra, Geometry/Analytic Geometry, and Algebra II/Advanced Algebra, but are still struggling with high school mathematics standards essential for success in first year post-secondary mathematics courses required for non-STEM majors.
  

• CRM has been approved by USG as a fourth mathematics option beyond Advanced Algebra/Algebra II. The course has been added to the HOPE Rigor list.

• NCAA has not approved CRM as an additional mathematics course. Sandi Woodall at GaDOE spoke with NCAA last year, explaining that while GaDOE was not requesting CRM as one of the three required mathematics courses, it wanted to include it in the “additional course” area. Subsequently, Sandi received notice from NCAA that they will not approve CRM within the “additional course” area. NCAA explained that only core courses approved in the specific core area, foreign language, or comparative religion/philosophy can be considered in that category.

• Since NCAA will not approve bridge courses, they will not approve CRM in the mathematics category. For that reason, the course cannot be applied to the 4 units of additional courses requirement. Additional information is provided at: https://professionals.collegeboard.org/guidance/prepare/athletes/ncaa.

The state has received many questions regarding Technical College Readiness Mathematics (TCRM) as we begin our first full year of implementation. The points listed below are provided by the math team at GaDOE for clarification.

• TCRM was approved for students who have passed Algebra I/Coordinate Algebra, have passed or are concurrently enrolled in Geometry/Analytic Geometry while taking this course, and intend to enroll in a technical college program. The course is aimed at students who have experienced difficulty in passing middle school mathematics End of Grade (EOG) assessments, have struggled significantly in the first two high school core mathematics courses, and have scored less than 34 on the ACCUPLACER Placement Assessment.
  

• The graduation rule, requiring Coordinate Algebra or Algebra I, Analytic Geometry or Geometry, and Advanced Algebra or Algebra II, along with a fourth core mathematics option, has not changed.
  

• TCRM will not meet USG admission mathematics requirements or TCSG degree program admission mathematics requirements.

• Keeping in mind that TCRM is designed for students who meet the ACCUPLACER Arithmetic Test criteria of a score below 34, districts can choose to utilize their strategic waiver flexibility to approve graduation for these students with a sequence of four core mathematics courses excluding Advanced Algebra or Algebra II and including TCRM.
  

• Please remember that TCRM was introduced only for that small population of students who are trying to be admitted to a technical college diploma program and have not passed the required basic arithmetic placement test. By completing TCRM and attaining the required score, students will be able to take advantage of the SB 2 option (20-2-149.2) associated with Move On When Ready (now referred to as Dual Enrollment).
  

Thursday, September 14 - East Coweta High, 4 - 5 p.m.

9-12: High School Math Collaboration

Teachers will have the opportunity to discuss progress on pacing guides and share resources and instructional strategies at the first district-wide high school math meeting at East Coweta High School. Participants are asked to bring their Chromebooks to the session.

Tuesday, September 19, 2:50 - 3:30 p.m.

K-2: Planning with Learning Targets in Mind

John Hattie’s research shows that teacher clarity has an effect size of 0.75. This session for K-2 teachers and administrators will look at using learning targets to help achieve that clarity. Register by 4 p.m. on Sept. 18, 2017, at https://goo.gl/forms/ALdVpw1T93Ktm4tv1 to receive a link to join session.

Thursday, September 21, 2:50 - 3:30 p.m.

3-5: Planning with Learning Targets in Mind

John Hattie’s research shows that teacher clarity has an effect size of 0.75. This session for grades 3-5 teachers and administrators will look at using learning targets to help achieve that clarity. Register by 4 p.m. on Sept. 20, 2017, at https://goo.gl/forms/Lm25Zz9BhPfteWBp1 to receive a link to join session.

Wednesday, September 27 - East Coweta Middle, 4 - 5 p.m.

6-8: Performing with Pentominoes

Learning activities with pentominoes reinforce and improve flexible thinking, spatial skills, logical thinking, and deductive reasoning while also teaching middle grades math content. This session will focus on ways pentominoes can engage students and develop critical thinking.

Georgia Department of Education. (n.d.). Georgia Milestones achievement level descriptors. [Website.] Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-ALD.aspx

Georgia Department of Education. (n.d.). Mathematics Georgia Standards of Excellence (GSE) 9-12. [Website.] Retrieved from https://www.georgiastandards.org/Georgia-Standards/Pages/Math-9-12.aspx

Hattie. J. (2012). Know thy impact. Educational Leadership, 70(1), 18-23. Retrieved from http://www.uen.org/utahstandardsacademy/math/downloads/level-2/5-2-KnowThyImpactHattie.pdf

National Council of Teachers of Mathematics [NCTM]. (n.d.) NCTM Illuminations. Reston, VA: Author.

Visible Learning. (n.d.). Hattie ranking - interactive visualization. [Website.] Retrieved from https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html