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Florida’s Adoption of State Standards Background 1.

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1 Florida’s Adoption of State Standards Background 1

2 Standards History in Florida 2 YearStandards 1977Minimum student performance skills defined 1985State Board of Education approval of curriculum frameworks (now defined as course descriptions) and student performance standards remained in place until 1995 1995New minimum performance standards 1996Florida Sunshine State Standards developed in all content areas 2007 - 2012 Florida Next Generation Sunshine State Standards developed in all content areas 20102010 Florida Next Generation Sunshine State Standards (Common Core) in ELA and Mathematics

3 Requirements Specified in State Law State Board of Education - establish the standards that specify the core content, knowledge and skills that K-12 public school students are expected of acquire Each district school board - provide all the courses and appropriate instruction designed to ensure that students meet State Board of Education adopted standards 3

4 Standards are not Curriculum The standards describe “the what” that students need to learn; however, they do not spell out “the how” for teachers. Curriculum and instruction define “the how.” “The how” is determined at the local levels; the district, the school and the classroom. 4

5 Why standards? Standards ensure all student have access to quality content at each grade level and in each content area. “The standards "movement" grew out of frustration in the late 1990s with a fragmented public school system with many levels of bureaucracy — local, state, national — in which expectations for students varied widely and too few poor and minority students were achieving.” Greatschools.org 5

6 Why change our standards? Research on the state of standards in the US was presented in 2008; this research indicated: – Countries are out performing our students on international assessments (even our best and brightest) – Top performing countries have higher standards and fewer standards per grade level – Economists report that stronger foundational skills in math and reading are required – High school graduates require remediation to enter college courses 6

7 Florida’s Response Implementation of a “Next Generation” internationally benchmarked standards development process (Section 1003.41, F.S. 2008) that includes: – Research Other states’ and nations’ standards considered exceptionally rigorous – Process guided by “renowned” content experts – Writers that include: Postsecondary experts Experts in the field Educators – Review and comment by: Educators at all levels Leaders in business and industry The public 7

8 Florida Results Highly rated “Next Generation Sunshine State Standards” Fewer concepts per grade level providing for more in-depth instruction 8

9 David Coleman Regarding countries that out-perform us, “….they work harder and longer than we do; they work on everything and our kids may be a little bit more creative, but there’s no way they’ll ever do this much hard work so we might as well fold our tents up now….actually they focus on fewer things done well.” 9

10 Results: World Class Mathematics Standards – K-8 Narrower and Deeper Grade LevelSunshine StateNext GenerationCommon Core Kindergarten671122 First781421 Second842126 Third881725 Fourth892128 Fifth772326 Sixth781929 Seventh892224 Eighth931928 10

11 Why the decision was made to include the Common Core in our Next Generation Standards Benefits to Florida students – Children of the military (94,000 ages 0 to 18) – Equitable access to high quality content – Standards that demand a higher level of critical thinking and problem solving (defending solutions, providing evidence of responses) – Nationally and internationally competitive academic performance – Recognition of student achievement by postsecondary institutions and employers across state boundaries Benefits to Florida – Economies of scale Education resources Assessments Instructional materials – National and international comparisons of student performance 11

12 Common Core K -12 State Standards Requirements 1)Aligned with college and work expectations; 2)Clear, understandable and consistent; 3)Include rigorous content and application of knowledge through high-order skills; 4)Build upon strengths and lessons of current state standards; 5)Informed by other top performing countries, so that all students are prepared to succeed in our global economy; and 6)Evidence- and research-based. 12

13 Resources Used in the Development of Mathematics and English Language Arts Common Core K-12 State Standards Nationally Respected State Standards – Florida standards as well as other highly rated states Internationally Respected National Standards State Departments of Education – Florida a lead state Scholars Assessment Developers Professional Organizations Educators PreK-20 (including Florida) Parents Students The Public 13

14 Common Core State Standards Initiative Standards-Setting Criteria The following criteria guided the standards development workgroups in setting the draft college- and career-readiness standards. Preamble: The Common Core State Standards define the rigorous skills and knowledge in English Language Arts and Mathematics that need to be effectively taught and learned for students to be ready to succeed academically in credit-bearing, college-entry courses and in workforce training programs. 14

15 Florida’s Participation in Common Core State Standards Development Florida’s Next Generation process of standards development was provided and guided the process Leadership by Florida educators; content experts, writers and reviewers Florida standards were cited as a resource for writers Florida staff met face-to-face with both teams of writers prior to first draft of K-12 standards Preliminary and final drafts reviewed by staff and key stakeholders Bi-weekly conference calls with Florida districts, agenda item on Superintendent conference calls, and meetings Conference calls with state team and writing teams Postsecondary review meeting Meeting with Florida PTA leadership Public review site sent to all district curriculum leads, communicated to school districts, and placed on the FLDOE web site Public review period – 433 Florida individuals provided feedback 15

16 Fordham’s Rating Math Next Generation – clear and concise Common Core – require modeling with greater focus on conceptual understanding, proof of solutions ELA Common Core – require more writing and providing evidence to support responses Content AreaStandardsRating MathematicsNext GenerationA MathematicsCommon CoreA- English Language ArtsNext GenerationB English Language ArtsCommon CoreB+ 16

17 What Common Core State Standards Are What are the content areas? – English language arts – Mathematics What are the grade levels? – Kindergarten through 12 th grade 17

18 Emphasis in Addition to Content English Language Arts English language arts: Reading Writing Speaking Listening Language Students who are College and Career Ready in English language arts: Demonstrate independence Build strong content knowledge Respond to the varying demands of the audience, task, purpose and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Understand other perspectives and cultures 18

19 Emphasis in Addition to Content Mathematics Mathematics: Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability Students who are College and Career Ready in Mathematics Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning 19

20 So, what do the CCSS really look like? 20 Next Generation The student effectively applies listening and speaking strategies Common Core Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Third Grade Writing Standard

21 So, what do the CCSS really look like? 21 Next Generation Use and justify the rules for adding, subtracting, multiplying, dividing and finding the absolute value of integers. Common Core Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than - $30 represents a debt greater than $30. Sixth Grade Mathematics Standard

22 Technology More emphasis on use of technology to communicate and solve problems. 22

23 Shifting to Common Core State Standards - Technology English Language Arts Content and Instruction Starting in kindergarten: “With guidance and support from adults, explore a variety of digital tools to produce and publish writing including in collaboration with peers,” Beginning in grade 3: “…using search tools…,”; “gather information from print and digital sources….provide a list of sources,” Beginning in grade 6: “…viewing an audio, video, or live version of the text…,”; “Integrate information presented in different media or formats..,” Grades 9-12: “use technology, including the internet, to produce, publish, and update individual or share writing projects….,” 23

24 Example: Writing Grades 3 – 12 Write routinely over extended time frames (time for research, reflections and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. Using technology – Grade 4….type a minimum of one page in a single sitting – Grade 5….type a minimum of two pages in a single sitting – Grade 6….type a minimum of three pages in a single sitting 24

25 Shifting to Common Core State Standards - Technology Mathematics Content and Instruction Calculators, spreadsheets, computer algebra systems, statistical packages or dynamic geometry software are all named as appropriate tools. Grade six is the first grade level that includes standards most appropriately taught with a technological tool: geometry software and spreadsheets. After grade six, all the above-mentioned tools should be used in mathematics classrooms. 25

26 Florida’s Adoption and Implementation Timeline Year 2008Next Generation Standards process 2009-2010Participation as a Lead State in the Development 2010Florida Review of Final Draft 2010Standards Presented to the State Board of Education, June 2010Standards Adopted by the State Board of Education, July 26

27 Florida’s Common Core Mathematics and English Language Arts Standards Implementation Timeline Year/Grade Level K123-89-12 2011-2012 2012-2013 2013-2014 K-5 Instructional Materials B B 2014-2015 6-12 Instructional Materials full implementation of CCSS for all content areas B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0 27

28 Continuing to raise the bar on education standards, by including an emphasis on critical and analytical thinking, to drive continued improvement by Florida students State Standards: 28


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