Mathematics: The Next Generation Standards September 16, 2008

1.

2.

3. 16% increase in the number of students in Levels 3 � 5 11 % decrease in the number of students in Level 116% increase in the number of students in Levels 3 � 5 11 % decrease in the number of students in Level 1

4. 10% increase in Level 3 and above 10% drop in Level 110% increase in Level 3 and above 10% drop in Level 1

5. Increase in Level 3 and above over the last six years of 11% Decrease in Level 1 over the same period of 7%Increase in Level 3 and above over the last six years of 11% Decrease in Level 1 over the same period of 7%

6. Majority/Minority Achievement Gap 1998: 26% gap between majority and minority students in grade 5 In 2008 the gap had been narrowed to 20%. You might think, that not much improvement. Take into account the progress that has been made by all students Majority � 33% Gain Minority � 39% Gain 1998: 26% gap between majority and minority students in grade 5 In 2008 the gap had been narrowed to 20%. You might think, that not much improvement. Take into account the progress that has been made by all students Majority � 33% Gain Minority � 39% Gain

7. Majority/Minority Achievement Gap Gap has decrease from 30% to 19% over the 10 yearsGap has decrease from 30% to 19% over the 10 years

8. Majority/Minority Achievement Gap Gap has decreased from 27% to 20%Gap has decreased from 27% to 20%

9. New Student Achievement At the same time scores have been increasing and the Gap closing, we have greatly increased student enrollment in the District. Many of the new enrollees are significantly behind grade level when they arrive. Once we get them into our classes, our teachers are doing a great job working with them. You can see the learning gains through this graph. At the same time scores have been increasing and the Gap closing, we have greatly increased student enrollment in the District. Many of the new enrollees are significantly behind grade level when they arrive. Once we get them into our classes, our teachers are doing a great job working with them. You can see the learning gains through this graph.

10.

11. No logical progression of topics or complexity Repetition of Topics: Little Depth at each Topic Low Level of Cognitive Complexity No Clarity of Expectations 1996 Sunshine State Standards  Over the last 10 years, various research organizations and educators have reviewed the 1996 Standards and found:Over the last 10 years, various research organizations and educators have reviewed the 1996 Standards and found:

12. Comparison of Standards (2000) The 1989 and 2000 TIMSS Studies assessed students and compared achievement in countries all over the world. The study also reviewed curriculum from high achieving countries such as Singapore, Japan, and Finland and compared it to the curriculum in the US. In this matrix, the shaded area identifies the content at each grade level in other countries to the US content. It is easy to see the difference!The 1989 and 2000 TIMSS Studies assessed students and compared achievement in countries all over the world. The study also reviewed curriculum from high achieving countries such as Singapore, Japan, and Finland and compared it to the curriculum in the US. In this matrix, the shaded area identifies the content at each grade level in other countries to the US content. It is easy to see the difference!

13. Comparing the Standards

14. Moving Forward with the Mathematics Standards2006 - 2007FramersWriting Teams The FL-DOE framers committee met in the fall of 2006 and heard presentations from a number of national and international educators. Curriculums from high achieving countries and states were reviewed along with the newly released NCTM Focal Points. The framers determined that K � 8 SSS would be modeled after the NCTM Focal Points. Educators (i.e., teachers, district administrators, college professors, etc.) were identified to begin the writing process.The FL-DOE framers committee met in the fall of 2006 and heard presentations from a number of national and international educators. Curriculums from high achieving countries and states were reviewed along with the newly released NCTM Focal Points. The framers determined that K � 8 SSS would be modeled after the NCTM Focal Points. Educators (i.e., teachers, district administrators, college professors, etc.) were identified to begin the writing process.

15. Recommendations for Change Decrease the number of topics per grade and limit repetition from year to year Move from �covering� topics to teaching them in-depth for long term learning Teach each topic at the concrete, representational, and abstract level Improve connections within mathematics concepts Moved from grade cluster (K � 2, 3 � 5, and 6 � 8) benchmarks to individual grade level standards. Identify specific grades at which content should be taught and mastered. Mastered is the key word! Eliminate the year after year �surface teaching� and the �they will get it again next year� philosophy. Recommended teaching to more depth. Increase the cognitive level of the questions. Require teaching the concrete, representational, and abstract level of the concept (We do very well on the concrete and abstract, but seldom emphasize the representational level.) Provide more time for mastery and connections to the real world Moved from grade cluster (K � 2, 3 � 5, and 6 � 8) benchmarks to individual grade level standards. Identify specific grades at which content should be taught and mastered. Mastered is the key word! Eliminate the year after year �surface teaching� and the �they will get it again next year� philosophy. Recommended teaching to more depth. Increase the cognitive level of the questions. Require teaching the concrete, representational, and abstract level of the concept (We do very well on the concrete and abstract, but seldom emphasize the representational level.) Provide more time for mastery and connections to the real world

16. NCTM Curriculum Focal Points The NCTM Focal Points, which were developed around finding from the TIMSS Research and the curricular content from high achieving countries and states� Eliminates: Constant repetition Mile wide, inch deep curriculum Emphasizes Automatic recall of basic facts Computationally fluency Knowledge and skills with understanding The NCTM Focal Points, which were developed around finding from the TIMSS Research and the curricular content from high achieving countries and states� Eliminates: Constant repetition Mile wide, inch deep curriculum Emphasizes Automatic recall of basic facts Computationally fluency Knowledge and skills with understanding

17. NCTM Curriculum Focal Points Contains Identifies 3 Big Ideas 3 � 5 Supporting Ideas Connects curriculum from year to year Requires Mastery of content at each grade level After looking at the research and numerous curriculums, the framers determined that the K � 8 FL Math Standards would be patterned after the NCTM Focal Points.Contains Identifies 3 Big Ideas 3 � 5 Supporting Ideas Connects curriculum from year to year Requires Mastery of content at each grade level After looking at the research and numerous curriculums, the framers determined that the K � 8 FL Math Standards would be patterned after the NCTM Focal Points.

18. Bodies of Knowledge A ~ Algebra C ~ Calculus D ~ Discrete Mathematics F ~ Financial Literacy G ~ Geometry P ~ Probability S ~ Statistics T ~ Trigonometry The five strands found in the current standards have been changed. At the elementary level we now have Algebra: includes former algebra and number sense strands. Geometry: includes former geometry and measurement strands Statistics: includes data collection, surveys graphs, etc. in 3rd and 5th grade. It is important to note that measures of central tendency (mean, median, mode, and range) will be taught in 6th grade and probability will be introduced in 7th grade once we are through the next two transition years! The five strands found in the current standards have been changed. At the elementary level we now have Algebra: includes former algebra and number sense strands. Geometry: includes former geometry and measurement strands Statistics: includes data collection, surveys graphs, etc. in 3rd and 5th grade. It is important to note that measures of central tendency (mean, median, mode, and range) will be taught in 6th grade and probability will be introduced in 7th grade once we are through the next two transition years!

19. Coding Scheme The coding scheme for the new benchmarks is very logical. For example: MA.3.A.2.1 MA � Math 3 � grade level (3rd grade) A � the body of knowledge (formerly called the strand) 2 � the big idea (1 � 3) or supporting idea ( 4 � 7) 1 � the benchmark under the fig idea or supporting idea The coding scheme for the new benchmarks is very logical. For example: MA.3.A.2.1 MA � Math 3 � grade level (3rd grade) A � the body of knowledge (formerly called the strand) 2 � the big idea (1 � 3) or supporting idea ( 4 � 7) 1 � the benchmark under the fig idea or supporting idea

20. Comparing the Standards Florida had the distinction of having the largest number of benchmarks per grade level.Florida had the distinction of having the largest number of benchmarks per grade level.

21. Comparing the Standards Benchmarks have been significantly reduced at every grade level, K - 8.Benchmarks have been significantly reduced at every grade level, K - 8.

22. 43,025 During the last two years, a large number of educators, researchers, and the general public have in some way had input into the new standards. Over 43,000 ratings were posted during the online review process. During the last two years, a large number of educators, researchers, and the general public have in some way had input into the new standards. Over 43,000 ratings were posted during the online review process.

23. District ImplementationProcess Standards approved last year by State School Board. Became Law in August, 2008 Standards approved last year by State School Board. Became Law in August, 2008

24. FCAT will not change until 2010 � 2011 Textbooks will not change until 2010 � 2011 State provided a two-year transition period for implementing the new standards We will be preparing for the new while still assessing the old! FCAT will not change until 2010 � 2011 Textbooks will not change until 2010 � 2011 State provided a two-year transition period for implementing the new standards We will be preparing for the new while still assessing the old!

26. 2008 Academic Plans www.learn www.leeschools.net 2007 Academic Plans Revised Academic Plans The Academic Plans are available on the CSDC website. This site is accessible from the intranet and the internet. Revised Academic Plans The Academic Plans are available on the CSDC website. This site is accessible from the intranet and the internet.

27. There are three types of standards in our current Academic Plans. SSS � those identified by the state District � those teachers felt they needed to keep at a particular grade level (i.e., time in Kindergarten). Transition � old benchmarks that will be assessed on the FCAT for the next two years. There are three types of standards in our current Academic Plans. SSS � those identified by the state District � those teachers felt they needed to keep at a particular grade level (i.e., time in Kindergarten). Transition � old benchmarks that will be assessed on the FCAT for the next two years.

28. Expected Outcomes Increased Time for Practice Greater Conceptual Understanding Implementation of Higher-Level Questions Consistent Use of the Concrete-Representational-Abstract Levels of Learning Improved Critical Thinking and Problem Solving Skills Greater Mastery of Content at every Grade Change is always difficult, but teachers in Lee County are very adaptable. Expected changes include: Increased Practice: Mastering a skill or process requires focused practice. Marzano�s research has suggested, it is not until a student has practiced a skill or process about 24 times that they reach 80% competency. Additional time, wisely used, will help students master skills. Change is always difficult, but teachers in Lee County are very adaptable. Expected changes include: Increased Practice: Mastering a skill or process requires focused practice. Marzano�s research has suggested, it is not until a student has practiced a skill or process about 24 times that they reach 80% competency. Additional time, wisely used, will help students master skills.

29. Teaching in Depth Professional Development Aligned Resources Expected Challenges

31. Important Websites http://www.fldoestem.org http://www.floridastandards.org http://www.ed.gov/about/bdscomm/list/mathpanel/index.html Here are three important websites that contain a wealth of mathematics resources. The last site contains the recently released National Panel on Mathematics Final Report. It is extremely interesting!Here are three important websites that contain a wealth of mathematics resources. The last site contains the recently released National Panel on Mathematics Final Report. It is extremely interesting!