The State of K-12 Student Achievement in Mathematics, 2006 Why new Mathematics Standards? Florida,...

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 SpecialistKeith Sheets, Program Coordinator, Bureau of Instruction

and Innovation

10th 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 DataFCAT Achievement Level 3 and Above

3 4 5 6 7 8 9 10

2001 2002 2003 2004 2005 2006

Mathematics FCAT NRT and CR Improvement Since 2001

3rd 5th 7th 9th

NRT FCAT increasein median

CR FCAT increasein % 3 and above

Total Point Increase

Based on NAEP test results, Florida’s 4th grade students

outperform most of the nation.

2005 4th-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

233232

234 237

246243

225221

1996 2003 2005

FL AllStudents

FL White

FL Black

FLHispanic

U.S. AllStudents

U.S.White

U.S.Black

U.S.Hispanic

NAEP Grade 4

The same is not true for 8th grade Mathematics

National Assessment of Educational Progress Grade 8 Mathematics Scales Scores

Florida and the Nation 1996 - 2005

271274

249251

265264

276278

288287

261258

1996 2003 2005

FL AllStudents

FL White

FL Black

FLHispanic

U.S. AllStudents

U.S.White

U.S.Black

U.S.Hispanic

NAEP Grade 8

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?

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 MathematicsPercent of Students Proficient in Mathematics by School Type

2000-01 2001-02 2002-03 2003-04 2004-05 Target2005-06

Target2006-07

Elementary

Middle

Florida Middle Grade Mathematics

Closing the Proficiency Gap: Percent Students Proficient in Middle School Mathematics by Race/Ethnicity

2000-01 2001-02 2002-03 2003-04 2004-05 Target2005-06

Target2006-07

State Average

Hispanic

Closing the Proficiency Gap: Percent Students Proficient in Middle School Mathematics by Race/Ethnicity

2000-01 2001-02 2002-03 2003-04 2004-05 Target2005-06

Target2006-07

State Average

Hispanic

Retention and Level 1 Performance

K 1 2 3 4 5 6 7 8 9 10 11 12

Grades

Retention 04 Mathematics 04 Retention 05Mathematics 05 Mathematics 06

Gaps in College ReadinessFlorida 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. Increase the level of rigor of high school mathematics and science instruction.

c. 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 8th 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.

GoalLead the nation in improving student achievement

MissionLead the nation in student performance

What did the experts say at the “Thinkers” Meeting ?

AchieveAmerican 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

Jobs that require at least some postsecondary education will make up more than two-thirds of new jobs.

Share of new jobs, 2000–1010%

31% High schooldropout

High schooldiploma

SomepostsecondaryBachelor'sdegree

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

Change in the Distribution of Education in Jobs, 1973 v. 2001

32%40%

12% 16%9%

31% 28% 32%

High SchoolDropouts

High SchoolGraduates

Some College /Assoc. Degree

Bachelor's Degree& Higher

Employment Share, 1973 Employment Share, 2001

+16%+16%

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

Nearly three in 10 first-year students are placed immediately into a remedial college course.

Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation

0% 20% 40% 60%

Reading, writingor math

Writing

Reading

Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.

Source: National Center for Education Statistics, The Condition of Education, 2004.

Most U.S. college students who take remedial courses fail to earn degrees

Many college students who need remediation, especially in reading and math, do not earn either an associate’s or a bachelor’s degree.

Percentage not earning degree by type of remedial coursework

Remedial reading Remedial math

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:

Four or five years of apprenticeship Algebra, Geometry, Trigonometry and technical

reading Requirements for tool and die makers

Four or five years of apprenticeship and/or postsecondary training

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

Trigonometry, Pre-Calculus, or Statistics

Trigonometry, Pre-Calculus, or

CalculusArts, A/V Technology & Communications

Architecture & ConstructionBusiness, Management, & AdministrationFinanceGovernment & Public AdministrationHospitality and Tourism

Human ServicesInformation TechnologyManufacturingMarketing, Sales and ServiceTransportation, Distribution & Logistics

Agriculture, Food & Natural ResourcesEducation & TrainingHealth ScienceLaw, Public Safety, Corrections& SecurityScience, 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.

CA N V

VTN HMA

44 states require students to take certain courses to graduate from high school

CA N V

VTN HMA

23 states require Algebra I

CA N V

VTN HMA

16 states require Geometry

CA N V

VTN HMA

Only 8 states require Algebra II

A strong high school curriculum* improves college completion and narrows gaps

*Completing at least Algebra II plus other courses.Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999.

61%75%

All college entrants Entrants who had stronghigh school curriculum

African American Latino White

Students can pass state math tests knowing content typically taught in 7th and 8th grade internationally

8.68.1

8.2 8.3

FL MD MA NJ OH TX

Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.

Grade when most international students cover content required to pass state math tests

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: coherentfocused on important mathematicswell articulated across the grades

Principles and Standards for School Mathematicsp. 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 4 states2005 9 states2004 13 states2003 8 states2002 4 states

2001 4 states2000 2 states

pre-2000 7 states (FL, 1999)

Example of Variation in Number of GLEs (grain size)

Mean number of GLEs by grade level across all 42 state documents: 47

1st 2nd 3rd 4th 5th 6th 7th MeanCA 25 31 38 43 27 36 40 34.3FL 78 84 88 89 77 78 89 83.3MO 20 27 31 33 34 38 34 31.0MN 18 26 26 25 26 30 27 26.3NY 56 45 52 56 67 64 63 56.4KS 57 59 57 56 60 69 74 61.7

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.

RecommendationsRecommendations

Identify a small set of primary goals for each grade level.

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 mathematicsreport. http://timss.bc.edu/PDF/t03_download/T03_M_Front.pdf

The U.S. International Math Gap Continues in Grade 8

Average Math Scores8th Grade

505 585 586 570 589 605 504

AustraliaChinese Taipei

Hong Kong J apan Korea SingaporeUnited States

Percent Achieving Advanced Math8th Grade

7 38 31 24 35 44 7

Australia Chinese Taipei Hong Kong J apan Korea Singapore United States

Source: TIMSS 2003 (Mullis, I., Martin, M., Gonzalez, E., and Chrostowski, S. (2004). TIMSS 2003 international mathematicsreport. 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 (8th 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 HooCEO 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

MMMAAATTTHHHEEEMMMAAATTTIII CCCAAALLL PPPRRROOOBBBLLLEEEMMM SSSOOOLLLVVVIII NNNGGG

Numbers, Geometry, Statistics, Algebra

Computation,Mental Math, Data Analysis

Thinking Skills Heuristics

Singapore Logically Builds-up Math Topics Across Grades: Numbers

Singapore Logically Builds-up Math Topics Across Grades: Geometry

Tables and Graphs 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B

Picture graphs X X

Bar graphs X X

Tables X

Line graphs X

Pie charts X

Singapore Logically Builds Math Topics Across Grades: Statistics(Note: does not teach probability)

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

Source: http://phet.colorado.edu/web-pages/simulations-base.html

A Meaningful Math-Science Example of “Concrete Models & Real-world Problems”

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

1 institution withhigh standards pays students to become teachers

Praxis 1 during college

Pre-service expectations Approx 12 semester hours math methods

Average is one math methods course

Certification requirements Completion of course work/no further exam

Praxis 2

Induction 20% reduction Differs by State with full-load common

Professional Development Annual target of 100 hours

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

Singapore 76

U.S. 28

Pecent of Grade 8 Teachers With a Math as a Major Area of

Singapore 86

U.S. 48

Source: Mullis et al., 2004

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) 685Source. 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

Singapore Gr. 6 Exam Is More Difficult Than the U.S. Elementary Teacher PRAXIS 2 Exam

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 21st Century features of the U.S. system that Florida should build upon, but we need to do a better job.

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 21st Century mathematics proficiencies

Implications of Singapore Math for Florida’s Standards Reforms

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 standardsSeptember 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

LET’S DO THIS!

The State of K-12 Student Achievement in Mathematics, 2006 Why new Mathematics Standards? Florida,...

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