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

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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

  • 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



The standards describe “the what” that students need to learn; however, they do not spell out “the how” for teachers.

  • 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.



Standards ensure all student have access to quality content at each grade level and in each content area.

  • 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



Research on the state of standards in the US was presented in 2008; this research indicated:

  • 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


Implementation of a “Next Generation” internationally benchmarked standards development process (Section 1003.41, F.S. 2008) that includes:

  • 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


Highly rated “Next Generation Sunshine State Standards”

  • Highly rated “Next Generation Sunshine State Standards”

  • Fewer concepts per grade level providing for more in-depth instruction



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.”

  • 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.”



Benefits to Florida students

  • 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


Aligned with college and work expectations;

  • Aligned with college and work expectations;

  • Clear, understandable and consistent;

  • Include rigorous content and application of knowledge through high-order skills;

  • Build upon strengths and lessons of current state standards;

  • Informed by other top performing countries, so that all students are prepared to succeed in our global economy; and

  • Evidence- and research-based.



Nationally Respected 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



  • 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.


Florida’s Next Generation process of standards development was provided and guided the process

  • 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



Math

  • 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



What are the content areas?

  • What are the content areas?

    • English language arts
    • Mathematics
  • What are the grade levels?

    • Kindergarten through 12th grade


English language arts:

  • English language arts:

    • Reading
    • Writing
    • Speaking
    • Listening
    • Language


Mathematics:

  • Mathematics:



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

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



English Language Arts Content and Instruction

  • 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….,”



Grades 3 – 12

  • 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


Mathematics Content and Instruction

  • 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.



State Standards:

  • State Standards:

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