Florida Education: The Next Generation DRAFT

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Florida Education The Next GenerationDRAFT
State of the State In Mathematics Presented by
Teresa D. Sweet Bureau of Curriculum
Instruction Mathematics Curriculum
Specialist Florida Department of Education Dr.
Eric J. Smith, Commissioner Florida Association
of Mathematics Supervisors September 29, 2009

• March 13, 2008
• Version 1.0

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Leading the Nation for Math Standards!

• Standards, Assessment, Accountability A-
  (90.8)
• Accountability A (100)
• Transitions and Alignment
• Early-childhood education A (100)
• The Teaching Profession
• Accountability for quality A (93.8)
• School Finance
• Equity A- (90.8)
• K-12 Achievement
• Equity A- (89.6)
• Source Education Week, Quality Counts 2009
  State Report Cards
• http//www.edweek.org/ew/news/states/index.html

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Floridas Challenge to Lead

• Create smooth transitions
• Pre-K to elementary
• Middle grades to high school
• High school to college and careers
• Close achievement gaps
• Racial/ethnic group and gender
• Urban/suburban/rural location
• Income
• Align education systems
• Curricula and assessments
• School and college data
• Accountability to the public
• Source Southern Regional Education Board
  (SREB), Challenge to Lead Goals for Education
  Florida is On the Move Progress Report 2008,
  http//blogs.orlandosentinel.com/news_education_ed
  blog/files/Florida2008.pdf

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Targeted Successes

• Overall student achievement is up two percentage
  points in mathematics compared to last year.
  Sixty-seven percent of students in Grades 3-10
  were performing at Level 3 or above.
• The performance of Students with Disabilities
  (SWD) continues to improve in mathematics. In
  2009, thirty-eight percent of all SWD in Grades
  3-10 were performing at Level 3 or above compared
  to thirty-six percent last year and twenty
  percent in 2001.

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Student Achievement
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Student Achievement
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Concerns

• Seventy-eight percent of our Grade 3 students are
  performing on grade level.
• Student achievement begins to decline in Grade 4
  and continues to decline through Grade 6 at which
  time only fifty-five percent of our students are
  performing on grade level.
• At Grade 10 only sixty-nine percent of our
  students are performing on grade level.

STOP
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Student Achievement
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Concerns

• African-American students in Grades 3-10 narrowed
  the achievement gap with White students by only
  one percentage point. Seventy-seven percent of
  all White students in Grades 3-10 performed on
  grade level and above, while only forty-eight
  percent of all African-American students in
  Grades 3-10 performed on grade level and above.
  The achievement gap between African-American and
  White students is still twenty-nine percent
  compared to thirty-seven percent in 2001.

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Student Achievement
Achievement Gap 29
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Concerns

• English Language Learners (ELL) in Grades 3-10
  did not improve their performance when compared
  to last year. Only thirty-eight percent of all
  ELL performed at or above grade level with an
  Achievement Level of 3 or above, while thirty-six
  percent of all ELL had a Level 1 Achievement.
• Special Note Compare this with the performance
  of our Students With Disabilities in which
  thirty-eight percent of all SWD performed at or
  above grade level.

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Student Achievement
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Concerns

• In 2009, over two-thirds of the districts in
  Florida had fewer than sixty-eight percent of
  their Grade 3-10 student population performing on
  grade level and above in mathematics. Only eight
  districts had at least seventy-four percent of
  their Grade 3-10 student population performing on
  grade level and above in mathematics.

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Student Achievement by District
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Course Enrollment

• Sixty-six percent of all students seeking high
  school credit in Florida last year were enrolled
  in mathematics courses aligned with common core
  standards for college and career readiness
  (Algebra I, Geometry, Algebra II, and Probability
  Statistics).
• In 2008-2009, nearly 53,000 high school students
  were enrolled in Level 1 mathematics courses
  (Pre-Algebra, Consumer Math, Explorations in Math
  I and II, and Business Math) this is
  approximately seven percent of all students
  seeking high school credit in mathematics.

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Course Enrollment
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Course Enrollment

• In 2007-2008, approximately ten percent of all
  students enrolled in Algebra I, Algebra IA and IB
  did not satisfy the course requirements to
  receive high school credit.

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Office of Math Science (OMS) Follow-up

• Continue efforts to fully implement the Next
  Generation Sunshine State Standards for
  Mathematics
• Monitor on going professional development for
  school leaders and teachers in mathematics
  through PROMiSE and Floridas Teacher Quality
  Grants

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Office of Math Science (OMS) Follow-up

• Work with CPALMS staff to enhance remarks and
  resources for the Next Generation Sunshine State
  Standards for Mathematics
• Facilitate the state adoption of instructional
  materials aligned to the Next Generation Sunshine
  State Standards for Mathematics

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Office of Math Science (OMS) Follow-up

• Pilot End of Course (EOC) assessment for Algebra
  I and develop EOC assessments for Geometry and
  Algebra II
• Work with FCR-STEM towards the development of
  formative assessments in mathematics for K-3

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Next Steps for OMS

• Collaborate with Career and Technical Education
  Program Specialists and the Division of Florida
  Colleges to address career and college readiness
  needs of our students
• Mentor participants in the first cycle of the
  Mathematics and Career Technical Education
  Integrated Projects initiative
• Monitor and support participants in the
  Alternative Credit Pilot for Algebra I and
  Introduction to Engineering
• Facilitate communications with colleges
  concerning Math for College Readiness/Success

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Next Steps for OMS

• Work with Bureau of School Improvement and
  Differentiated Accountability staff to provide
  support and resources to all Florida schools
• Define and describe quality instruction in
  mathematics
• Identify appropriate progress monitoring tools
  for Grades 3 10 in mathematics

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Next Steps for OMS

• Work with stakeholders in Florida to increase
  graduation requirements for mathematics to
  include Geometry and Algebra II
• In 2007, the National Center for Education
  Statistics (NCES) reported a scale score of
  277.38 for all students in Florida this can be
  compared to a scale score of 297.92 for all
  students in Massachusetts.
• Nearly half of the Florida high school graduates
  who enter college after graduation are placed
  into remedial mathematics courses
• Education Week, Quality Counts 2009 State
  Report Cards gave Florida a failing grade for
  College Readiness in Transitions and Alignment, F
  (50)

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Raising the Bar for Mathematics Education

• The vast majority (84 percent) of those who hold
  highly paid professional jobs have taken Algebra
  II or higher. (Educational Testing Service)
• Non-college students who took Algebra II or
  higher are far more likely to say they are
  prepared for the math they will face at work (68
  percent). (Achieve)
• Other states have already raised the bar for high
  school graduation requirements in mathematics.
  (http//www.achieve.org/StateProfiles)
• Source Achieve, Raise High School Graduation
  Requirements, http//www.achieve.org/GradRequireme
  nts.

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Raising the Bar for Mathematics Education

• Requiring a rigorous curriculum for all advances
  equity for minority and low-income students.
  (National Center for Education Statistics)
• Fewer than half of African American, Latino, and
  Native American graduates take math beyond
  Algebra II, compared with 69 percent of Asian and
  54 percent of white graduates. (NCES)
• Only 33 percent of students from disadvantaged
  families take math beyond Algebra II, compared
  with 72 percent of affluent students. (NCES)
• Source Achieve, Raise High School Graduation
  Requirements, http//www.achieve.org/GradRequireme
  nts.

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Raising the Bar for Mathematics Education

• Four out of five college students (82 percent)
  and non-college students (80 percent) say that
  they would have worked harder if their schools
  had demanded more of them and set higher academic
  standards. (Achieve)
• Nearly two-thirds of high school students (65
  percent) would work harder if high school offered
  more demanding and interesting courses.
  (National Governors Association)
• Source Achieve, Align High School Standards
  with Demands of College and the Workplace,
  http//www.achieve.org/AlignedStandards .

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Mathematics Specialists Targets

• Quality resources for on-going site-based
  professional development
• Articles based upon quality research
• Lesson studies (on-line resources)
• Algebraic Thinking for K - 12
• Strategies to support standards-based instruction
• Backwards Design
• Understanding by Design
• Essential Questions
• Curriculum/pacing guides based upon appropriate
  course descriptions
• Next Generation Sunshine State Standards (NGSSS)
• Level 1 courses are designed for students with an
  Individual Education Plan (IEP) indicating that
  the course is the most appropriate course for the
  student. These courses are not appropriate for
  students scoring at Level 3 and above on FCAT.

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Mathematics Specialists Targets

• Significantly decrease the achievement gap
  between black and white students in mathematics
• Challenge all students to strive for greatness
• Identify students in need of a Response to
  Instruction (RtI) Tier II Intervention
• Increase the percentage of English Language
  Learners (ELL) proficient in mathematics
• Share strategies with other district specialists
• Ensure stakeholders are aware of the facts
• Reevaluate the success of RtI strategies used to
  address this group of Tier II students

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Share Strategies for Increased Success
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Florida Education The Next GenerationDRAFT
Questions?

• March 13, 2008
• Version 1.0