Florida
Raising the Ceiling,
Raising the Floor
MaryTappen@fldoe.org
2010
Next Generation Warm Up
Order the Following Fractions from
Least to Greatest
1.
2.
3.
5 3
,
7 7
7 11
,
17 20
4.
5.
99 20
,
100 21
4 4
,
9 11
55 31
,
54 32
2010 Quality Counts
Florida earned 8th place in the nation, up from 31st in 2006
and 10th just last year.
• 4th in the nation for the Teaching Profession (top large state)
• 5th in the nation for Standards, Assessment, and Accountability
(top large state)
• 7th in the nation for K-12 student achievement (top large state)
• 9th in the nation in math progress (top large state)
• Tied with New York for 1st in closing the math poverty gap over that
last seven years
NAEP
• The achievement gap between Florida’s white and
African-American students in grades 4 and 8 in
mathematics and reading significantly narrowed between
2003 and 2009. Florida was among the nation’s
leading states in closing the gap.
• Florida’s African-American grade 4 students did as well
or better in reading than all students in eight states.
• Florida’s 4th grade Hispanic students continue to
outperform the nation’s 4th grade Hispanic students in
reading and mathematics.
• Florida’s 4th grade Hispanic students outperformed all
students in 30 states in 4th grade reading.
Reading
Student Improvement
90%
80%
70%
60%
50%
47%
47%
32%
31%
50%
52%
53%
27%
26%
60%
57%
58%
22%
21%
20%
2007
2008
61%
62%
18%
18%
2009
2010
40%
30%
29%
20%
10%
0%
2001
2002
2003
2004
2005
Achievement Level 3 and Above
(On Grade Level and Above)
2006
Achievement Level 1
Mathematics
Student Improvement
Next Generation PreK-20
Strategic Vision
To change the culture of our schools from PreK
to postsecondary by raising the ceiling and
raising the floor to better enable students for
success in the 21st century.
What success looks like.
Graduating students who are prepared for
success in the 21st century as evidenced
by securing a job that includes a salary
that can support living expenses and is in
a career of choice.
Science Common Misconceptions
On average, how many electrons are delivered
from Electrical Power Companies to the typical
residential house in the United States over the
period of one year?
• More than 1 trillion electrons per house
• Between 1 million and 1 trillion electrons per
house
• Only a few hundred thousand per house due to
high voltage
• Zero
• Clear and compelling evidence shows that the level of
the courses students take in high school is one of the
best predictors of their success in college and the
workplace.
• This is particularly true in mathematics: Data show a
strong correlation between taking higher-level
mathematics courses in high school and achieving
success in college and employment in high-growth, highperformance jobs.
• Rigorous course-taking matters for all students, but
it is particularly important for students from
disadvantaged backgrounds.
STATES WITH COLLEGE- AND CAREERREADY GRADUATION REQUIREMENTS
Intentional Initiatives Related to
College and Career Readiness
(Standards)
• American Diploma Project
• VPK Standards/Assessments/Readiness
Rate
• Next Generation Sunshine State
Standards
• Common Core Standards
• More rigorous high school
graduation requirements
12
Indicator of Need:
Lack of Postsecondary Preparation; Students entering directly into our
Universities (SUS) or Community Colleges (CC) who Require Remediation
% of
Students
Requiring
Remediation
2004
SUS
2004
CC
2005
SUS
2005
CC
2006
SUS
2006
CC
2007
SUS
2007
CC
Mathematics
6%
47%
5%
52%
4%
46%
7%
55%
Reading
3%
36%
3%
41%
2%
35%
4%
43%
Writing
3%
26%
3%
27%
2%
25%
4%
31%
High School Graduation Requirements
Senate Bill 4
Entering 9th Grade
2010
2011
2012
2013
To Graduate
Algebra and Geometry
+
Biology and Algebra EOC
+
Biology EOC, Geometry
EOC and Algebra II
+
Chemistry or Physics and
an equally rigorous
science course
Are We Preparing our Students?
This year’s 9th grade students must earn a geometry credit to
graduate. Those enrolled in Algebra I will take an EOC that will
count as 30% of their course grade.
• Have we reviewed the quality of instruction in our Geometry
classrooms?
• Are Algebra I teachers using the course description the EOC was
written to access to guide their instruction?
This year’s 8th grade students must pass the Algebra I EOC and
earn credit in Geometry and Biology which include EOCs as
part of their grades to graduate. (Unless credit has already been
earned when they get to 9th grade.)
• What does 8th grade mathematics and science look like?
• Are 8th grade mathematics and science teachers using the course
descriptions to guide instruction and assessing students throughout
the year based on these course descriptions?
• Do students’ grades reflect the amount of material learned?
• Are teachers using the course descriptions that the EOCs are
written to assess to guide their instruction?
Are We Preparing our Students?
1. MA.912.A.3.8: Graph a line given any of the
following information: a table of values, the xand y-intercepts, two points, the slope and a
point, the equation of the line in slopeintercept form, standard form, or point-slope
form.
2. MA.912.G.1.3: Identify and use the
relationships between special pairs of angles
formed by parallel lines and transversals.
3. SC.912.L.14.36: Describe the factors affecting
blood flow through the cardiovascular
system.
Are We Preparing our Students?
This year’s 7th grade students will be required to pass
EOCs in Algebra I, Geometry, and Biology to graduate.
They will also have to earn credit in Algebra II.
• Do our 7th grade teachers know this?
• Do our 7th grade students know this?
• Do our parents of 7th graders know this?
• Are teachers using the mathematics and science course
descriptions to guide instruction and assessing regularly to
assure students are learning the material?
• Do the students’ grades reflect the amount of material
learned?
• Are teachers using the course descriptions that the
EOCs are written to assess to guide their instruction?
Are We Preparing our Students?
• MA.912.A.3.14: Solve systems of linear
equations and inequalities in two and
three variables using graphical,
substitution, and elimination methods.
y = 2x +10
y = -2x - 6
Are We Preparing our Students?
This year’s 5th and6th grade students will be required to pass
EOCs in Algebra I, Geometry, and Biology to graduate. They
will also have to earn credit in Algebra II, Chemistry or
Physics and an equally rigorous science course.
• Do our 5th and 6th grade teachers know this?
• Do our 5th and 6th grade students know this?
• Do our parents of 5th and 6th graders know this?
• Are teachers using the mathematics and science course
descriptions to guide instruction and assessing regularly to
assure students are learning the material?
• Do the students’ grades reflect the amount of material
learned?
• Are teachers using the course descriptions that the EOCs are
written to assess to guide their instruction?
• Does the rigor of instruction match the preparation needs of
our students?
Are We Preparing our Students?
SC.912.P.12.2: Analyze the motion of an
object in terms of its position, velocity,
and acceleration (with respect to a frame
of reference ) as functions of time.
SC.912.P.8.2: Differentiate between
physical and chemical properties and
physical and chemical changes of
matter.
Science Common Misconceptions
A student is learning about the conservation of mass. He
knows that an acorn has very little mass (a few grams),
but that a full grown oak tree has a great deal of mass
(thousands of kilograms). The student wants to know
where the mass of the tree comes from?
• The mass comes from the soil, up through the roots of
the tree
• The mass comes from photons from the sun
• The mass comes from air
Are We Preparing our Teachers
Section 1009.26 FS:
• A state university or community college may waive
tuition and fees for a classroom teacher, as defined in s.
1012.01(2)(a), who is employed full-time by a school
district and who meets the academic requirements
established by the community college or state university
for up to 6 credit hours per term on a space-available
basis in undergraduate courses approved by the
Department of Education. Such courses shall be limited
to undergraduate courses related to special education,
mathematics, or science. The waiver may not be used
for courses scheduled during the school district’s regular
school day.
Are We Preparing our Students?
This year’s K-4th grade students will be required to pass
EOCs in Civics, Algebra I, Geometry, and Biology to
graduate. They will also have to earn credit in Algebra II,
Chemistry or Physics and an equally rigorous science course.
• Do our K-4th grade teachers know this?
• Do our K-4th grade students know this?
• Do our parents of K-4th graders know this?
• Are teachers using the course descriptions to guide
instruction and assessing regularly to assure students are
learning the material?
• Do the students’ grades reflect the amount of material
learned?
• Are teachers using the course descriptions that the EOCs are
written to assess to guide their instruction?
• Does the rigor of instruction match the preparation needs of
our students?
Are We Preparing our Students?
SS.7.C.1.9: Define the rule of law and
recognize its influence on the development
of the American legal, political, and
governmental systems.
Student Acceleration
Senate Bill 4
Beginning with 2011-2012 each high school
shall offer an:
• International Baccalaureate Program (IB)
• Advanced International Certificate of
Education (AICE), or
• At least four courses in dual enrollment
(DE) or Advanced Placement (AP),
including one course each in English,
mathematics, science, and social studies
Are our Schools Prepared
• Do we offer these courses to all students?
– Do we need to increase the number of required courses?
– Do we need to phase out less rigorous courses?
• Does our guidance office have a plan to schedule ALL students in
these courses?
• Do our teachers know where to access the course descriptions?
• Are our teachers appropriately certified and prepared to teach these
courses to all students?
• Is our district professional development plan aligned to the needs of
the teachers in these areas?
• Does our school schedule allow for teacher collaboration?
• Does our school schedule provide students opportunities to be
remediated prior to a late graduation?
• Are we discussing student preparation in these areas with our
elementary and middle schools?
• Does the district student progression plan ensure students entering
high school are prepared for success?
• Do we have a prioritized school plan for student success?
Intentional Initiatives Related to
College and Career Readiness
(Assessment)
• Alignment of FCAT to new rigorous standards
• End-of-Course Assessments (Algebra I,
Geometry, Biology, and U.S. History under
development)
• Common Placement (PERT) Testing of 11th
graders and subsequent high school courses to
prepare students to enter postsecondary without
need for remediation
27
Accountability
High School Accountability
• The high school accountability system
demands:
– More rigorous standards and assessments
– Alignment between high school and college
readiness and high-skill/high-wage
employment
– Focus on access, rigor, and readiness
High School Accountability
New High School Grading Components Include:
• Use of NGAs graduation rate – 2011-12 Federal
Graduation Rate
• Student participation in accelerated course work;
IB, AICE, DE, AP, and Industry Certification
programs
• Student performance in accelerated courses
• Postsecondary readiness
• Graduation rate of at-risk students
• Growth or decline in components
Graduation Rate
Four-Year NGA Graduation Rate, 2004-05 through 2008-09
80.0%
76.3%
73.1%
75.0%
70.3%
69.7%
68.9%
2004-05
2005-06
70.0%
65.0%
60.0%
55.0%
50.0%
2006-07
2007-08
2008-09
75%
Rate* Attending Postsecondary
in the Fall Following Graduation
64%
65%
62%
61%
60%
58%
58%
56%
55%
55%
52%
51%
50%
50%
Postsecondary
* Percentage of high school graduates who were enrolled in October after completing high school.
Source: Florida Employment & Training Placement Information Program (FETPIP), Florida Department of Education.
07
20
06
20
05
20
04
20
03
20
02
20
01
20
00
20
99
19
98
19
97
19
19
96
45%
What Happens After They Graduate?
Standard Diplomas to Postsecondary
2007-08
147,711
High School
Diploma
Recipients
The 2008-09 Academic Year
90,769 (61%) Students
Enrolled in a Florida
Postsecondary Institution*
Florida Colleges
60,237
(66%)
State Universities
29,696
(29%)
Independent
Universities
4,744
(5%)
PK-12 Adult Programs
2,649
(3%)
Source: PK-20 Education Data Warehouse.
* Does not include students who enrolled in postsecondary education out of state, historically 4-5% of high school graduates.
Note: percentages use the 90,769 as the denominator and will add up to more than 100% because students may enroll in more than one
sector.
Race to the Top – Phase 2
Florida Won!
$700,000,000
• By September 30 – Money obligated
• Around December 1 – School district
scope of work plans submitted to DC for
approval to fund
Race to the Top Goals
1. Double the percentage of incoming high school
freshmen who ultimately graduate from high
school, go on to college, and achieve at least a
year’s worth of college credit;
2. Reduce the achievement gap by half in 2015;
and
3. Increase the percentage of students scoring at
or above proficient on NAEP by 2015, to or
beyond the performance levels of the highestperforming states.
Our RTTT Goals
Double the Percent Earning College Credit
Our RTTT Goals
4th Grade Reading
WHITE
AFRICAN-AMERICAN
HISPANIC
80
Achievement Gap in 2015
White - African-American: 13 points
White - Hispanic: 7 points
70
Achievement Gap in 2009
White - African-American: 27 points
White - Hispanic: 14 points
60
50
Achievement Gap in 2003
White - African-American: 29 points
White - Hispanic: 18 points
42
44
45
56
51
47
49
39
40
43
40
34
30
31
31
28
20
10
24
25
22
16
13
13
2003
2005
18
0
2007
2009
2011
2013
2015
Our RTTT Goals
8th Grade Mathematics
WHITE
AFRICAN-AMERICAN
HISPANIC
80
Achievement Gap in 2015
White - African-American: 13 points
White - Hispanic: 8 points
70
60
60
50
Achievement Gap in 2009
White - African-American: 26 points
White - Hispanic: 17 points
Achievement Gap in 2003
White - African-American: 27 points
White - Hispanic: 18 points
40
34
36
50
52
43
37
47
39
37
30
30
27
20
10
21
16
22
19
16
11
7
8
2003
2005
13
0
2007
2009
2011
2013
2015
Florida’s Race to the Top!
Science Common Misconceptions
At a restaurant, you have a glass of iced
water. After some time passes, there are
beads of water on the outside of the glass.
• How did that happen?
• Where did the water on the outside of the
glass come from?