Transcript Slide 1
The State of K-12 Student Achievement in Mathematics, 2006
Why new Mathematics Standards?
Florida, Math Matters!
Mary Jane Tappen
, Deputy Chancellor, K-12 Public Schools
Todd Clark
, Deputy Chief, Bureau of Instruction and Innovation
Patrick W. Wright
, K-12 Mathematics Program Specialist
Keith Sheets
, Program Coordinator, Bureau of Instruction and Innovation
10
th
ANNIVERSARY
After 10 years, Florida’s Standards needed to be revisited and refreshed The only question was the extremity of the makeover.
2005/2006 Guiding Documents
College Board Review of FL Mathematics standards International Center for Leadership in Education’s review of FL Mathematics standards Fordham Foundation Koret Task Force
Findings
Demand less of students than some other states Minimal program provided for secondary students Lack of emphasis on reasoning, problem solving, applications, and communication Need to identify “big ideas” Need to remove repetition across grades Need to decrease the number of benchmarks Covert in their representation of rigor/relevance Fail to show a progression of rigor in grades 9-12 Grade = “F” Need greater specificity and clear guidelines that describe the knowledge students need to acquire As students approach high school, neither the standards nor the testing system support a level of learning necessary for doing well in high school mathematics
2006 Florida’s Mathematics Standards Charge
Completely re-write the standards Use guidance and the expertise of national and international experts to develop a set of mathematics standards that are rigorous and relevant to career and educational requirements beyond high school Set high expectations for Florida K-12 students in mathematics New mathematics standards will be the basis for rigorous and relevant classroom instruction, state assessment, and teacher professional development in mathematics
What does the data say?
FCAT CR Data
Mathematics FCAT NRT and CR Improvement Since 2001
15 10 5 0 40 35 30 25 20 3rd 5th 7th 9th NRT FCAT increase in median CR FCAT increase in % 3 and above Total Point Increase
Based on NAEP test results,
Florida’s 4
th
grade students outperform most of the nation
.
2005 4 th -grade NAEP Mathematics Florida is At or Above the National Average in all Subgroups National Assessment of Educational Progress Grade 4 Mathematics Scale Scores Florida and the Nation 1996 - 2005 250 240 230 220 210 200 190 230 227 222 216 208 204 199 193 1996 243 243 234 234 232 221 216 215 239 247 246 237 233 225 224 220 FL All Students FL White FL Black FL Hispanic U.S. All Students U.S.
White U.S.
Black U.S.
Hispanic 2003 2005
NAEP Grade 4
The same is not true for 8 th Mathematics grade National Assessment of Educational Progress Grade 8 Mathematics Scales Scores Florida and the Nation 1996 - 2005 290 280 270 260 250 240 230 280 277 271 264 254 250 241 235 1996 287 286 276 271 264 258 249 252 286 288 278 274 265 261 251 254 2003 2005 FL All Students FL White FL Black FL Hispanic U.S. All Students U.S.
White U.S.
Black U.S.
Hispanic
NAEP Grade 8
mm
Discussions About A NAEP Grade 12
This test would include more Algebra II, Trigonometry, and a greater emphasis on mathematical reasoning What impact would/should this have on the revision of Florida’s mathematics standards?
SAT
ACT
International Math Performance
TIMSS (Trends in International Mathematics and Science Study, 2003)
PISA – Program for International Student Assessment (2003 data)
Let’s Talk About Other Gaps
The gap in performance between our grade levels.
FCAT Mathematics
Percent of Students Proficient in Mathematics by School Type 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2000-01 2001-02 2002-03 2003-04 2004-05 Target 2005-06 Target 2006-07
Elementary Middle High
Florida Middle Grade Mathematics
Closing the Proficiency Gap: Percent Students Proficient in Middle School Mathematics by Race/Ethnicity 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2000-01 2001-02 2002-03 2003-04 2004-05 Target 2005-06 Target 2006-07
State Average Black Hispanic White Other
Retention and Level 1 Performance
50 40 30 20 10 0 K 1 2 3 Retention 04 Mathematics 05 4 5 6 Grades 7 8 Mathematics 04 Mathematics 06 9 10 11 12 Retention 05
Gaps in College Readiness Florida High School Graduates Requiring Remediation
2003 Students entering our State Universities: 7% in mathematics 4% in reading 4% in writing Students entering our Community Colleges: 54% in mathematics 42% in reading 29% in writing 2004 Students entering our State Universities: 6% in mathematics 3% in reading 3% in writing Students entering our Community Colleges: 47% in mathematics 36% in reading 26% in writing
Goals of the High School Reform Task Force
Goal 1: Increase the academic achievement levels of high school students.
a.
Increase the percent of graduates prepared to enter postsecondary institutions without remediation.
b.
c.
Increase the level of rigor of high school mathematics and science instruction.
Increase the percent of teachers prepared to teach advanced courses at grades 6-12.
Goal 2: Increase the percent of high school graduates.
Goal 3: Increase the percent of graduates who begin their postsecondary path to college or career while in a Florida high school.
Secondary School Redesign Act
Students promoted from the 8 th grade have the necessary academic skills for success in high school and students graduating from high school have the necessary skills to success in the workplace and postsecondary.
Florida K-12 Student Achievement
Mission of K-20 Education System
…Allow students to increase their proficiency by allowing them the opportunity to expand their knowledge and skills through rigorous and relevant learning opportunities.
Goal Lead the nation in improving student achievement Mission Lead the nation in student performance
What did the experts say at the “Thinkers” Meeting ?
Achieve
American Diploma Project
Kay Fargione
American Diploma Project
How well prepared are our students for the world after high school?
What does it take to be prepared for postsecondary education and work?
What do we expect of our high school graduates? What will it take to close the expectations gap?
A high school diploma is not the last educational stop required
31% Share of new jobs, 2000–10 10% 22% High school dropout High school diploma Some postsecondary Bachelor's degree Jobs that require at least
some postsecondary education
will make up more than two-thirds of new jobs.
36% Source: Carnevale, Anthony P. and Donna M. Desrochers,
K–16 Reform, Standards for What? The Economic Roots of
Educational Testing Service, 2003.
Change in the Distribution of Education in Jobs, 1973 v. 2001
60% -9% 40% +16% 20% 32% -23% 40% 31% +16% 12% 28% 16% 32% 9% 0% High School Dropouts High School Graduates Some College / Assoc. Degree Bachelor's Degree & Higher Employment Share, 1973 Employment Share, 2001 Source: Carnevale, Anthony P. and Donna M. Desrochers,
Standards for What? The Economic Roots of K–16 Reform,
ETS, 2003.
College bound does not necessarily mean college ready
Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation Reading Writing Math 11% 14% 22% Nearly three in 10 first-year students are placed immediately into a remedial college course.
Reading, writing or math 28% 0% 20% 40% 60% Source: National Center for Education Statistics,
Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000,
2003.
Most U.S. college students who take remedial courses fail to earn degrees
Percentage not earning degree by type of remedial coursework 100% 75% 50% 25% 0% 76% 63% Many college students who need remediation, especially in reading and math, do not earn either an associate’s or a bachelor’s degree.
Remedial reading Remedial math Source: National Center for Education Statistics,
The Condition of Education,
2004.
Clearly, we’ve got a problem
Students are following all the rules; Meeting all of the requirements for a HS diploma; and still- Falling through the cracks between high school and the expectations of postsecondary institutions.
College Ready = Career Ready
ADP research found a common core of knowledge & skills in math and English that are necessary for success in postsecondary education and in “good jobs”. ACT Study
Ready for College Ready for Work: Same or Different?:
whether planning to enter college or workforce training programs after graduation, high school students need to be educated to a comparable level of readiness in reading and mathematics.
Blue-collar jobs require high level skills
Requirements for draftsmen: Recommended high school courses include Geometry and Trigonometry. Draftsmen may wish to seek additional study in mathematics and computer-aided design to keep up with technological progress within the industry.
Requirements for electricians: Recommended high school courses include Algebra, Geometry, Trigonometry and Physics.
Sources: American Diploma Project
,
2002; The Associated General Contractors of America (AGC) http://www.agc.org/page.ww?section=About+AGC&name=About+AGC .
Blue-collar jobs require high-level skills
Requirements for iron workers: Recommended high school courses include Algebra, Geometry and Physics.
Requirements for sheet metal workers: Requirements for tool and die makers Four or five years of apprenticeship and/or postsecondary training Four or five years of apprenticeship Algebra, Geometry, Trigonometry and technical reading Algebra, geometry, trigonometry and statistics Sources: American Diploma Project
,
2002; The Associated General Contractors of America (AGC) http://www.agc.org/page.ww?section=About+AGC&name=About+AGC .
Recommended Math Courses for 16 CTE Career Clusters
Algebra I, Geometry, & Algebra II Arts, A/V Technology & Communications Trigonometry, Pre-Calculus, or Statistics Architecture & Construction Business, Management, & Administration Finance Government & Public Administration Hospitality and Tourism Human Services Information Technology Manufacturing Marketing, Sales and Service Transportation, Distribution & Logistics Trigonometry, Pre-Calculus, or Calculus Agriculture, Food & Natural Resources Education & Training Health Science Law, Public Safety, Corrections& Security Science, Technology, Engineering and Mathematics
ADP Post-secondary Institution Study:
Key finding
In math, graduates need knowledge and skills typically taught in Algebra I, Algebra II and Geometry, as well as some Data Analysis and Statistics.
44 states require students to take certain courses to graduate from high school OR WA ID CA NV UT MT WY CO AZ NM AK ND SD NE KS TX OK MN IA MO AR WI NY VT NH MA M E M I IL IN OH KY WV PA MD NJ DE VA NC TN SC MS AL GA LA FL HI
23 states require Algebra I
OR WA ID CA NV UT MT WY CO AZ NM AK ND SD NE KS TX OK MN IA MO AR WI M I IL IN TN OH KY PA MD WV VA NC SC MS AL GA NY VT NH MA M E LA FL
16 states require Geometry
OR WA ID CA NV UT MT WY CO AZ NM AK ND SD NE KS TX OK MN IA MO AR WI M I IL IN OH KY PA MD WV VA NC TN SC MS AL GA NY VT NH MA M E LA FL
Only 8 states require Algebra II
OR WA ID CA NV UT MT WY CO AZ NM AK ND SD NE KS TX OK MN IA MO AR WI M I IL IN TN OH KY WV PA MD VA NC SC MS AL GA NY VT NH MA M E LA FL
A strong high school curriculum* improves college completion and narrows gaps
100%
30%
45% 61% 75%
13%
73% 79% 86% 0% All college entrants African American Entrants who had strong high school curriculum Latino White *Completing at least Algebra II plus other courses.
Source: Adapted from Adelman, Clifford, U.S. Department of Education,
Answers in the Toolbox,
1999.
Students can pass state math tests knowing content typically taught in 7th and 8th grade internationally 12 11
Grade when most international students cover content required to pass state math tests
10 9 8 8.6
8.1
8.2
8.3
7.1
7.4
7 6 5 FL MD MA NJ OH TX Source: Achieve, Inc.,
Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams,
2004.
Curriculum Focal Points PK-8 — A Quest for Coherence
Released September 12, 2006
Dr. Jane Schielack
The Problem: Two Major Issues to Address
Long lists of mathematics learning expectations at the state level with little consistency across states Emphasis on breadth resulting in lack of depth, i.e. “mile wide, inch deep” curricula in mathematics
The Rationale: How to Address the Issues
Identify key mathematical ideas across preK-8 that prepare students for future mathematics, particularly algebra Identify the mathematics that should be the focus of instruction and student learning at each grade level, preK-8
NCTM Curriculum Principle
A curriculum is more than a collection of activities. It must be: coherent focused on important mathematics well articulated across the grades
Principles and Standards for School Mathematics
p. 14
NCTM Curriculum Principle
“…a well-articulated curriculum gives teachers guidance regarding important ideas or major themes, which receive special attention at different points in time. It also gives guidance about the depth of study warranted at particular times and when closure is expected for particular skills or concepts.”
Principles and Standards
, p. 16
A Proposed Solution: Identify Curriculum Focal Points
Highlight the most important mathematical ideas for each grade level, preK-8 Describe cohesive clusters of related ideas, concepts, skills, and procedures that form the foundation for higher-level mathematics
The Process: Defining A Curriculum Focal Point
Major mathematical idea for a grade level More than a single objective, standard, expectation, or indicator An important link in the chain of building mathematical understanding, preK-8 Not an element of a list of discrete topics to check off as mastered by students
The Product: Curriculum Focal Points
Three per grade level, preK-8 Often represent multiple content strands Describe the majority of instruction for a specific grade level Taken together across grade levels, provide the major components of a mathematically sound, coherent and cohesive preK-8 curriculum
The Product: Connections to the Curriculum Focal Points
Provide meaningful contexts for the focal points Identify connections between strands and across grade levels Round out a well-balanced curriculum
The Uses: Curriculum Focal Points and Teachers To design instruction around the question, “What are the most important ideas at my grade level?” To provide information about how ideas at one grade level fit with the important ideas in previous and following grades To prioritize uses of activities, assessments and other published materials
The Goal: Curriculum Focal Points and Improved Mathematics Education Guidance for schools and states in the design of curricula and assessment that target the most important topics Focus for teachers that gives sufficient time for students to understand concepts and develop and apply skills necessary for future mathematics Clear direction for students and parents on the importance of particular ideas at each grade level
Center for the Study of Mathematics Curriculum
Dr. Barbara J. Reyes
Publication of State-Level Mathematics Curriculum Standards
(as of May 2006)
2006 2005 2004 2003 2002 2001 2000 pre-2000 4 states 9 states 13 states 8 states 4 states 4 states 2 states 7 states (FL, 1999)
Example of Variation in Number of GLEs (grain size)
CA FL MO MN NY KS 1st 25 78 20 18 56 57 2nd 31 84 27 26 45 59 3rd 38 88 31 26 52 57 4th 43 89 33 25 56 56 5th 27 77 34 26 67 60 6th 36 78 38 30 64 69 7th 40 89 34 27 63 74 Mean 34.3
83.3
31.0
26.3
56.4
61.7
Mean number of GLEs by grade level across all 42 state documents: 47
Recommendations
Identify a small set of primary goals for each grade level.
At each grade, we recommend a general statement of major goals for the grade. These general goals may specify emphasis on a few strands of mathematics or a few topics within strands. These general goals should be coordinated across all grades, K-8, to ensure curricular coherence and comprehensiveness.
Recommendations
Limit the number of grade-level learning expectations to focus instruction and deepen
learning.
The set of learning expectations per grade-level should be manageable given the school year. Along with the statement of general goals and priorities for a particular grade, we suggest that the set of learning expectations per grade be limited to 20-25.
Recommendations
Develop clear statements of learning expectations focusing on mathematics to be
learned.
We recommend that learning expectations be expressed succinctly, coherently, and with optimum brevity, limiting the use of educational terms that may not communicate clearly to the intended audience of teachers, school leaders, and parents.
Recommendations
Be clear about the role of technology.
Provide guidance within particular learning goals or as part of an overall philosophical statement regarding the role of technology - specifying when it is an appropriate tool for computing and/or developing or representing mathematical ideas.
The California Mathematics Standards
Dr. R. James Milgram
In California the green dot standards are the focus of most instruction since these topics comprise 85% of the state exams in grades 2 – 7.
They were selected by mathematicians, teachers and math educators as the key topics students needed to know
The Role of the Focus Topics
NCTM regards the Focus Topics as a description of how the key elements in an effective curriculum in mathematics should look.
But comparing the Focus Topics with most state standards reveals a very poor fit.
An exception is California.
The Green Dot standards closely align with the Focus Topics. And the emphasis is also about right NCTM recommends 60 – 80% of instruction time be devoted to the focus topics, while 85% of the California assessments in mathematics are on these standards.
Focus Topics – Numbers
Focus Topics Fractions
Focus Topics Fractions, Ratios
Focus Topics, Algebra, Data
There are more topics among the green dot standards There are minor differences in the grade levels for different topics between the two documents But there are no substantive differences in the sequencing of the common topics
And no disagreement that the focus topics are the core subjects that should be given the vast majority of instruction time in K – 8.
They should be learned in depth by students as they provide the foundation for all the math and science that follows
The Quality of U.S. and Florida Math Instruction Compared with Singapore, a Recognized World Leader Dr. Alan Ginsburg
In fact, U.S. International Math Results Are Below Average At Grade 4
Source: TIMSS 2003 (Mullis, I., Martin, M., Gonzalez, E., and Chrostowski, S. (2004).
TIMSS 2003 international mathematics report.
http://timss.bc.edu/PDF/t03_download/T03_M_Front.pdf
The U.S. International Math Gap Continues in Grade 8 Average Math Scores 8th Grade Percent Achieving Advanced Math 8th Grade
650 600 550 500 450 400 350 Australia 505 Chinese Taipei Hong Kong 585 586 Japan 570 Korea 589 Singapore 605 United States 504 50 40 30 20 10 0 Austr alia Chinese Taipei Hong Kong 7 38 31 Japan 24 Kor ea 35 Singapor e 44 United States 7 Source: TIMSS 2003 (Mullis, I., Martin, M., Gonzalez, E., and Chrostowski, S. (2004).
TIMSS 2003 international mathematics report.
http://timss.bc.edu/PDF/t03_download/T03_M_Front.pdf
Mathematics Are Gateway Courses to College and Jobs
COLLEGE. 71 percent of low-income students who took algebra I and geometry went to college, only 27 percent of low-income students who did not take algebra I and geometry went on to college. (U.S. Dept. of Education) JOBS. An applicant for a production associate’s job at a modern automobile plant would have to score roughly 300 points or higher on the NAEP math test to meet company proficiency requirements -- almost half of all 17-year-olds cannot do math at that level.
(Murnane & Levy, Teaching the New Basic Skills
)
Is Singapore Too Different from the U.S.?
Size: 500,000 Pupils: A little bigger than the Chicago Public Schools and a little smaller than Connecticut.
Population: Racially diverse student body: 75% Chinese, 15% Malaysian,and 10 % Indian Work ethic: Singapore students are 2.5 times as likely as U.S. students to receive high-levels of math homework (8 th grade TIMSS).
Singapore Workers Are Strong on Implementation, Weaker on Innovation “We come from a very conscientious culture. You tell our people what to do, they’ll follow the rules, they’ll do it. The downside is they are not as creative. We fixed that by having a U.S based R&D team that’s doing more advanced research.” Sim Wong Hoo CEO Creative Technologies Singapore Newsweek Feb. 21, 2005
Math Standards Should
Aim to develop in students a set of desired mathematical proficiencies Logically and clearly organize math topics sequence around the internal logic of mathematics cover a few core math topics in-depth at each grade be specific and clear about content Provide for student diversity in learning math
Singapore’s Proficiencies Are Centered Around Problem Solving Computation, M A T H E M A T I C A L P R O B L E M S O L V I N G Mental Math, Data Analysis Thinking Skills Heuristics Numbers, Geometry, Statistics, Algebra
Singapore Logically Builds-up Math Topics Across Grades: Numbers
Singapore Logically Builds-up Math Topics Across Grades: Geometry
Singapore Logically Builds Math Topics Across Grades: Statistics (Note: does not teach probability)
1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
X X X X X X X Tables and Graphs
Picture graphs Bar graphs Tables Line graphs Pie charts
Singapore Limits Use of Calculators in Early Grades; Florida Does Not Singapore: calculators not allowed grades 1 6; 2007 will allow calculators grades 5-6.
Florida Grade 1: uses calculators to explore addition, subtraction, and skip counting
Singapore’s Framework Addresses At-risk Students: U.S. State Frameworks (including Florida) Do Not Singapore Identify students for supplementary after-school instruction by a specially-trained teacher (Grade 1+).
Weaker math students identified for special track with more math instruction and similar content but at a slower pace (Grades 5-6) Students are streamed based on their Primary School Leaving Exam scores(Grade 7+) U.S.
State frameworks don’t differentiate students. Traditionally, compensatory education is often taught by untrained teacher aides.
No Child Left Behind holds students to same standards and highly-qualified teachers.
No Child Left Behind holds schools rather than students accountable.
New Directions for Standards: China Integrates Science Into Math to Foster Applications “In math during the middle school and high school period, China tries to link math more closely with science problems. The purposes of this are as follows: To adapt to the increasing tendency of science development. Chinese educators and scientists believe that integration could be one of the developmental directions.
To make math more vivid and less boring. Math could not be just logical explanations and abstract signals any longer and might have something to do with everybody’s daily life.
To train student scientific spirit. Students shall be prepared to develop creativity and be ready to solve practical problems, not just memorizing this and that.
MOE China
Science Examples Could Support Different Math Strands
Geometry: Vectors forces Algebraic equations: F=MA (linear); projectile motion (parabolic) Numbers: Speed of light Statistics and measurement: inquiry science
A Meaningful Math Science Example of “Concrete Models & Real world Problems”
Source: http://phet.colorado.edu/web-pages/simulations-base.html
Singapore’s Relative Strength Is Numbers and Measurement; U.S. Relative Strength is Data and Weakness is Geometry: TIMSS Gr. 8
Source: Mullis et al., 2004
What We Found At Different Stages of Teacher Development Stage Singapore U.S.
Screening of education majors Pre-service expectations 1 institution with high standards pays students to become teachers Approx 12 semester hours math methods Certification requirements Completion of course work/no further exam Induction 20% reduction Professional Development Annual target of 100 hours Praxis 1 during college Average is one math methods course Praxis 2 Differs by State with full-load common Haphazard prof. devel. Less than 24 hours
Teacher Preparation to Teach Math: Grades 4 and 8 Pecent of Grade 4 Teachers With a Major or Specialization in Math or Science 100 80 60 40 20 0 Singapore U.S. 76 28
Source: Mullis et al., 2004
Pecent of Grade 8 Teachers With a Math as a Major Area of Study 100 80 60 40 20 0 Singapore U.S. 86 48
Singapore Gr. 6 Exam Is More Difficult Than the U.S. Elementary Teacher PRAXIS 2 Exam U.S. Elementary Teacher PRAXIS 2 Sample Questions:
1. Which of the following is equal to a quarter of a million?
(A)40,000 (B) 250,000 (C) 2,500,000 (D) 1/4,000,000 (B) (E) 4/1,000,000 2. Which of the following fractions is least?
(A) 11/10 (B) 99/100 (C) 25/24 (D) 3/2 (E) 501/500 3. On the scale above, the arrow most likely indicates (A) 630½ (B) 635 (C) 660 ½ (D) 670 (E) 685
Source. Ginsburg, Lienwand, Anstrom, and Pollock (2005). What the United States Can Learn From Singapore’s World-Class Mathematics System And What Singapore Can Learn From the United States.
http://www.air.org/news/documents/Singapore%20Report%20(Bookmark%20Version).pdf
U.S. Middle School Math Teachers Lack Content-based Professional Development Source: National Longitudinal Study of NCLB: Teacher Survey (2006). U.S. Dept of Education
Implications and Actions: Bottom Line
Our major finding is that the components of Singapore’s system – frameworks,texts, tests and teacher prep – are carefully aligned AND all of these components reflect a higher quality than comparable components in U.S.
But there are a few 21 st Century features of the U.S. system that Florida should build upon, but we need to do a better job.
Implications of Singapore Math for Florida’s Standards Reforms Adopt highly logical mathematics standards (e.g., Singapore) Define desired student mathematics proficiencies so as to balance mathematics concepts, skills, and strategies Organize standards to clearly and visually portray the sequencing of core mathematics topics across grades Identify fewer mathematics topics per grade and for each topic describe a deeper set of desired mathematics outcomes Sequence mathematical topics across grades to build on prior knowledge rather than repeat topics Consider standards that explicitly recognize the diversity in students’ mathematics performance Leap ahead by incorporating standards that encourage the reinforcement of 21 st Century mathematics proficiencies
Implications of Singapore Math for Reforming Florida’s Mathematics System
Standards need to be made instructionally meaningful through aligned textbooks and assessments Teachers will require in-depth professional development in understanding and teaching the deeper mathematics content Consider launching Singapore Math textbook pilots in Florida Benchmarking Promising Practices in highly successful sites to guide improvements
What was done with this expert information?
Thinkers
Experts from across the nation and representative stakeholders in Florida established a framework for organizing and writing the new mathematics standards September 18 – 19, 2006 STEM Professionals Mathematics Educators (K-20) District Administrators Special Interests (Parents, ELL, ESE, etc)
What We Need
A blueprint for the development of Florida’s new mathematics standards.
Standards that will: Lead the nation Prepare students for future success in the workforce they will become a part of Be specific enough to guide the development of rigorous and relevant curriculum and the implementation of rigorous and relevant instruction Be specific and comprehensive enough to develop valid and reliable assessment Lead to the increase in the number of high school graduates that become engineers, scientists, mathematicians, and the problem solvers of the future
What is the goal for Florida’s standards?
The “Thinkers” group agreed that the goal for the “Doers” is the development of “World Class” standards which will guide instruction, teacher professional development, and the selection of instructional materials.
Thinkers Consensus
Consensus on framework is as follows: Standards drive everything!
Standards will be divided into sections K-7 by grade level 8th grade standards with promotion of Algebra I, with Algebra and up written by discipline
Guidance for K-7 Writing Team
Start with the NCTM Focal Points No more than 5 GLEs will relate to each focal point Use the current GLEs to map our current standards to the Focal Points Continuously assess for overlap, continuity, and gaps in content
Guidance for HS Writing Team
Develop standards based on content areas Example:Algebra I, Geometry, Algebra II, Trigonometry, Mathematical Analysis, Linear Algebra, Probability and Statistics, AP Probability and Statistics, Calculus “Big Ideas” are to guide the development of standards Keep in mind the articulation requirements for college and work
Writers will use examples throughout this process of top-rated standards states such as Indiana, Massachusetts, California and international examples including top-rated Singapore to compare rigor, focus, and specificity and showing progression of content
Algebra and up will be written while evaluating California and Indiana standards (who take the same approach), College Board comments, and Achieve.org data which describes what a graduate needs to proceed into college without any remediation
Next Steps
The work of the “Doers” will be reviewed by stakeholders through an online system and by the “Thinkers” during a final meeting before it is submitted for State Board Approval
Next Steps
Teacher/Professional Development on the new math standards will be implemented over a 3-year period This teacher training track will line up with the earliest possible implementation of the FCAT, allowing students at grade K to receive instruction based upon the new standards throughout their education