1. Mathematics Education in Florida
What is New?

2. Technical Assistance

3. Standards LACC & MACC LAFS & MAFS Florida’s next generation
4/17/2017
Standards
Florida’s next generation
sunshine state standards
LACC & MACC
Florida’s STANDARDS
Florida’s COLLEGE AND
CAREER READY standards
Statute reads, “`Next Generation Sunshine State Standards’ means the state's public K-12 curricular standards” adopted under s When referencing the new standards, statute reads, “Next Generation Sunshine State Standards Mathematics Florida Standards.”
Regardless, CC stands for Common Core, and FS stands for Florida Standards. CPALMS has been updated, though your K-5 instructional materials will still show previous coding. The alpha-numeric coding will continue to have five placeholders. The State Board of Education approved LAFS and MAFS for the new coding; the updated, deleted, and new standards; and the course descriptions.
None of this should change the goal- quality instruction. Don’t get side-tracked with the changes that won’t make a difference to instruction.
LAFS & MAFS

4. Standards Changes LACC v LAFS MACC v MAFS 03/31/2014
In response to public concerns about these standards, the Florida Department of Education (FDOE) in the Fall of 2013 opened three channels for the public to provide input to policy makers. First, three public meetings were held throughout the state at which attendees had the opportunity to communicate support for the standards as well as concerns about the standards. Second, a website was posted that presented information about the new standards, links to the proposed standards, transcripts of the public meetings, and other resources. A form was provided on the website for public input. Third, an address was created for individuals to send their comments directly to the FDOE. Based on the results of the public comment, in January of 2014, the Department recommended that changes be made to the original Common Core State Standards adopted in July The Florida Standards were approved by the Florida State Board of Education on February 18, The Rule took effect on March 25th . These standards are to be fully implemented in the school year.
Details can be found at

5. 4/17/2017
MAFS Changes
Updated- 24 standards Deleted- 2 standards New- 8 standards (7 in elementary and 1 in secondary) Kept NGSSS- 52 standards
The State Board of Education approved the standards changes at the February 18th meeting. Details can be found at The Rule took effect on March 25th.
Wording was changed/added to 24 standards for clarity. Two standards were deleted, one of which was moved to a new grade level becoming a new standard in that grade. There were 8 newly created standards. Some say that there are 60 newly created standards because they are combining the 8 with 52, but those 52 are NGSSS (2007) standards that have been kept from the calculus strand. The wording was not changed in any way. They need to be kept in order for Pre-Calculus and Calculus to still be offered.
The new standards have an a or a b as the 5th place holder in order not to mess up any of the clusters. They can be seen on CPALMS at Click Mathematics. Make sure that ONLY Show Subject and Show Grade are checked. Then choose the appropriate grade level. Remember, the standard with a or b as the 5th place holder is the new standard.
All the K-5 mathematics courses are affected by these changes. Three M/J mathematics courses (and one ESE course) are affected. Twenty-four 9-12 mathematics courses (and one ESE course) are affected.

6. Structure of the Florida Standards
Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.
Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.
Standards define what students should understand and be able to do.
There are several key components that comprise the basic structure of the Florida Standards.
Domains are larger groups of related standards. It should be noted that standards from different domains may sometimes be closely related. ELA/Literacy refer to domains as strands.
Clusters are groups of related standards. Please note that as with the Domains, standards from different clusters may sometimes be closely related because mathematics is a connected subject.
Standards define what students should understand and be able to do. Some standards have substandards, meaning a, b, c, etc., all of which might not be in a course. For example, the Algebra 1 course description includes standard MAFS.912.F-IF.3.7, which has substandards a-e. Algebra 1 does not include substandard d.

7. High School Mathematics
Conceptual Categories- Number and Quantity (N); Algebra (A); Functions (F); Modeling (*); Geometry (G); Statistics and Probability (S).
Critical Areas are the big ideas of school mathematics at each grade level.
focus at each grade level
at least two and no more than four
In addition to the domains, clusters, and standards, the high school MAFS include conceptual categories.
Conceptual Categories portray a coherent view of high school mathematics. The categories include: Number and Quantity abbreviated with an N; Algebra abbreviated with an A; Functions abbreviated with an F; Modeling abbreviated with an asterisk; Geometry abbreviated with a G; and Statistics and Probability abbreviated with an S.
Critical Areas are the big ideas of school mathematics at each grade level. More learning time should be devoted to the critical areas than to other content. The critical areas are designed to bring focus to the standards at each grade by providing the big ideas that educators can use to build their curriculum and guide instruction. The grade level introductions include at least two and no more than four critical areas for each grade level.
It is important that teachers are fully aware of the critical areas for their grade level as well as the critical areas from the prior grade level and the next grade level. This awareness is important for understanding the learning progression that contributes to the coherency of the standards. #verticalalignment

8. Domains for K-12 Mathematics
For each domain in kindergarten through grade 12, the shaded areas in the graphic indicate the grade levels where it is addressed. Notice that most of the domains span multiple grades level. That lends itself to the progression of mathematics and its coherence.

9. Florida’s Alphanumeric Coding
MAFS.K.CC.2.5
Subject MAFS Mathematics Florida Standards
Grade K Kindergarten
Domain CC Counting and Cardinality
Cluster 2 Count to tell the number of objects.
Standard 5 Count to answer “how many” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Florida has a unique numbering scheme.
There are 5 character places in the alphanumeric coding- the subject, grade level, domain, cluster, and standard.

10. MAFS.912.A-SSE.2.4 Subject MAFS Mathematics Florida Standards
Grade High School
Conceptual Category A-SSE Algebra- Seeing Structures in Expressions
and Domain
Cluster 2 Write expressions in equivalent forms to solve problems.
Standard 4 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.★
This numbering scheme refers to a high school standard. In the high school standards, the domain is one of the 5 conceptual categories, as discussed earlier. It is important to note that this standard is found in Florida’s Algebra 2 course. That being said, all the standards in the conceptual category of Algebra will not be included in the Algebra 2 course. In the same way, all the standards in the conceptual category of Geometry will not be included in the Geometry course. High school courses are built of a combination of standards from multiple categories.
You will notice a star at the end of the standard. This star denotes that it is a modeling standard. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.
One of the insights provided by mathematical modeling is that essentially the same mathematical or statistical structure can sometimes model seemingly different situations. Models can also shed light on the mathematical structures themselves, for example, as when a model of bacterial growth makes more vivid the explosive growth of the exponential function.
The basic modeling cycle involves (1) identifying variables in the situation and selecting those that represent essential features, (2) formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables, (3) analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the mathematics in terms of the original situation, (5) validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable, (6) reporting on the conclusions and the reasoning behind them. Choices, assumptions, and approximations are present throughout this cycle.
In descriptive modeling, a model simply describes the phenomena or summarizes them in a compact form. Graphs of observations are a familiar descriptive model— for example, graphs of global temperature and atmospheric CO2 over time. Analytic modeling seeks to explain data on the basis of deeper theoretical ideas, albeit with parameters that are empirically based; for example, exponential growth of bacterial colonies (until cut-off mechanisms such as pollution or starvation intervene) follows from a constant reproduction rate. Functions are an important tool for analyzing such problems. Graphing utilities, spreadsheets, computer algebra systems, and dynamic geometry software are powerful tools that can be used to model purely mathematical phenomena (e.g., the behavior of polynomials) as well as physical phenomena.

11. MAFS.K12.MP.5.1 Subject MAFS Mathematics Florida Standards
Grade K Kindergarten through Grade 12
Domain MP Mathematical Practice
5 Use appropriate tools strategically.
1 no meaning
“The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. We were purposeful in calling them standards because then they won’t be ignored.” ~Bill McCallum
Jason Zimba states that the Standards for Mathematical Practice develop dispositions and habits of mind that are “characteristic of an educated person”. Educated people are precise in thought, precise in the use of language and terms, and show precision of argument. Zimba continues to share that sense-making happens through conversation.
The 5th place will always be a “1” for the Standards for Mathematical Practice. The “1” has no meaning but serves the purpose of fulfilling Florida’s unique coding.

12. Standards for Mathematical Practice
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.
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.
These standards will be repeated throughout the year and across all grade levels. You may notice that the standards are not unique to mathematics. For example, scientists and historians must also be able to construct viable arguments and critique the reasoning of others in their everyday work. Thus, these standards are found throughout all the disciplines and are comparable to the K-12 science and engineering practices in which you might be familiar. Note: these science and engineering practices are not adopted by Florida as standards, but they are naturally seen in STEM and CTE courses.
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics, information and computer technology, and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

13. Mathematics Information
4/17/2017
Mathematics Information
Zero courses have an “EQ” code in the CCD.
One course has transitioned to a semester course.
Two courses are daggered and unavailable for use in and thereafter.
Three ESE mathematics courses were previously daggered and are unavailable for use in and thereafter.
Zero…
To meet the requirement of statistics or an equally rigorous mathematics course to receive the scholar designation, the fourth mathematics credit must be attained by successfully completing a Level 3 course, or a college, credit-bearing mathematics course.
One…
Analysis of Functions Honors ( ) is the yearlong course that can no longer be used after the school year.
Analysis of Functions Honors ( )
Two…
Why were these coursed daggered? There were 6 courses, outside of those that have a blended course description, that still contained NGSSS (2007).
Liberal Arts Mathematics 1 and 2- The financial literacy standards from NGSSS have been removed from both courses, but the courses will remain. Though financial literacy is very important, that will no longer be held within the mathematics standards. New financial literacy standards will be housed with the social studies standards and placed in the economics course(s).
Pre-Calculus Honors and Calculus Honors- These courses will remain, as the 52 standards in the calculus strand of the NGSSS have become a part of Florida’s Standards. Remember, wording was not changed in any way.
Advanced Algebra with Financial Applications ( )
Analytic Geometry ( ) [There are no AP courses that could be substituted, but consider dual enrollment Analytic Geometry (MACX154). ( bottom of page 7)] Though the courses can still be offered in , continue to address grade forgiveness. How will a student recover this grade if s/he fails the course in the school year?
Three…
Consumer Mathematics ( )
Explorations in Mathematics 1 ( )
Explorations in Mathematics 2 ( )

14. PERT Who is tested? What are the cut scores?
4/17/2017
PERT
Who is tested?
What are the cut scores?
What if the cut score is not met?
“The high school shall use the results of the test to advise the students of any identified deficiencies and to provide 12th grade students, and require them to complete, appropriate postsecondary preparatory instruction before high school graduation.”
-students who score a level 2, 3, or 4 on the Algebra 1 EOC Assessment, no matter the grade level in which it was taken
-If the student already has a college-ready score on another assessment the PERT would not be required.
-The PERT concordant score is 114 in mathematics. The college-ready score in mathematics on the Accuplacer is 72. It is 440 on the SAT and 19 on the ACT.
-If a student does not meet the PERT concordant score or one of the additional college-ready scores in mathematics, the student will have to take either Mathematics for College Readiness or Mathematics for College Success for remediation. Though is it remediation, both courses count as mathematics credits towards a standard high school diploma.
(3) The State Board of Education shall adopt rules that require high schools to evaluate before the beginning of grade 12 the college readiness of each student who scores Level 2 or Level 3 on grade 10 FCAT Reading or the English Language Arts assessment under s.  , as applicable, or Level 2, Level 3, or Level 4 on the Algebra I assessment under s.  High schools shall perform this evaluation using results from the corresponding component of the common placement test prescribed in this section, or an alternative test identified by the State Board of Education. The high school shall use the results of the test to advise the students of any identified deficiencies and to provide 12th grade students, and require them to complete, appropriate postsecondary preparatory instruction before high school graduation. The curriculum provided under this subsection shall be identified in rule by the State Board of Education and encompass Florida’s Postsecondary Readiness Competencies. Other elective courses may not be substituted for the selected postsecondary mathematics, reading, writing, or English Language Arts preparatory course unless the elective course covers the same competencies included in the postsecondary mathematics, reading, writing, or English Language Arts preparatory course.

15. Initial Assessment Timeline What will be assessed?
4/17/2017
Initial Assessment Timeline
What will be assessed?
Assessments in and
Assessments in
FCAT 2.0 Reading Grades 3-10
NEW English Language Arts Grades 3-11
FCAT 2.0 Writing Grades 4, 8, and 10
FCAT 2.0 Mathematics Grades 3-8
NEW Mathematics Grades 3-8
Florida Algebra 1 EOC*
NEW Algebra 1 EOC
Florida Geometry EOC*
NEW Geometry EOC
NEW Algebra 2 EOC
FCAT 2.0 Science Grades 5 and 8
Florida Biology 1 EOC
Florida Civics EOC
Florida US History EOC
The Initial Assessment Timeline can be found at
-May’s work focused on the administration schedule, transition to computer-based tests (CBT), and CBT technical specifications.
-June’s work focused on mathematics policies and materials, draft sample test items, test design summary/blueprints, and draft test item specifications.
-July’s work is focused on rubrics for scoring writing prompts.
-Next May’s work will focus on content focus reports.
What will be assessed? See the table above, BUT there are four that will still be administered.
Algebra 1 EOC (Retake)
Geometry EOC (Retake)
FCAT 2.0 Reading Retake (Grade 10)
FCAT Mathematics Retake (Grade 10)
The Department of Education has issued the following memorandum regarding the release of the Statewide Assessment Schedule.  The memorandum may be viewed at:
(Memo)
(Attachment A)
(Attachment B)
Side note… House Bill 7031… The Algebra 1 EOC Assessment, Geometry EOC Assessment, Algebra 2 EOC Assessment, Biology 1 EOC Assessment , US History EOC Assessment , and Civics EOC Assessment are all 30% of the student’s final course grade. Only the Algebra 1 EOC Assessment must be passed in order to graduate.
As another side note… To get a scholar designation, 9th grade cohorts, and prior, must earn 1 credit in Algebra 2 and 1 credit in Statistics or an equally rigorous course. 9th grade cohort, and thereafter, must pass the Geometry EOC, earn 1 credit in Algebra 2, pass the Algebra 2 EOC, and 1 credit in Statistics or an equally rigorous course
Lastly, remember that a student will take the assessment that is aligned to his/her course. For example, an 8th grader taking Algebra 1, must take the Algebra 1 EOC FSA, not the Grade 8 FSA.

16. Assessment & Accountability
4/17/2017
Assessment & Accountability
Senate Bill 1642 provides the framework for the updated school accountability system- a simplified, more transparent school grading system designed to promote college and career ready students using the new Florida Standards.
The current system will remain in place through the end of school year when FCAT 2.0 (Reading, Writing and Mathematics) expires. When Florida students take the new assessment for the first time, student performance level expectations (“cut scores”) will not yet exist. Student performance level expectations will first be set in the summer immediately following the first administration of the new assessment. There will then be a new baseline calculation of School Grades in fall 2015, which accurately reflects student performance on the new standards and assessments, not simply a statistical link back to old expectations. This baseline, informational approach in the first year, provides everyone– parents, schools, districts, the general public – a clear understanding of a student’s and a school’s starting point on the new, more rigorous standards and assessments– truth in advertising. It is this baseline performance that must be apparent and upon which schools must build to improve the outcomes for all Florida students.

17. 4/17/2017
Local Assessment
In Senate Bill 1642, Section 12. Subsection (6) of section , Florida Statutes is amended to read:
Student assessment program for public schools.—
(6) LOCAL ASSESSMENTS.—
(a) Measurement of student performance in all subjects and grade levels, except those subjects and grade levels measured under the statewide, standardized assessment program described in this section, is the responsibility of the school districts.
(b) Except for those subjects and grade levels measured under the statewide, standardized assessment program, beginning with the school year, each school district shall administer for each course offered in the district a local assessment that measures student mastery of course content at the necessary level of rigor for the course. As adopted pursuant to State Board of Education rule, course content is set forth in the state standards required by s and in the course description. Local assessments may include:
1. Statewide assessments.
2. Other standardized assessments, including nationally recognized standardized assessments.
3. Industry certification assessments.
4. District-developed or district-selected end-of-course assessments.
5. Teacher-selected or principal-selected assessments.
(c) Each district school board must adopt policies for selection, development, administration, and scoring of local assessments and for collection of assessment results. Local assessments implemented under subparagraphs (b)4. and 5. may include a variety of assessment formats, including, but not limited to, project-based assessments, adjudicated performances, and practical application assignments. For all English Language Arts, mathematics, science, and social studies courses offered in the district that are used to meet graduation requirements under s , s , or s and that are not otherwise assessed by statewide, standardized assessments, the district school board must select the assessments described in subparagraphs (b)1.-4.
-Statewide assessments will be ELA for grades 3-11; Mathematics for grades 3-8, Algebra 1, Geometry, and Algebra 2; FCAT 2.0 for grades 5 and 8 in Science; Biology 1 EOC; Civics EOC; and US History EOC. Remember to think about all the courses that trigger each assessment.
-Other standardized assessments, including nationally recognized standardized assessments, refers to AP, IB, and AICE assessments.
-If the course does not “trigger” one of the above culminating assessments or an industry certification assessments, a district-developed, district-selected, teacher-selected, or principal-selected assessment must be administered.
Part (d) and (e) of this amended statute go on to describe support and schedules.
-Support is the Item Bank Test Platform (IBTP). It should be released this summer.
-Schedules should be approved by the district school board and be reported to the FDOE by October 1 of each year.
Please remember, this is for K-12, ALL subjects and grade levels.

18. 4/17/2017
Resources
If you’re ever in doubt or want information about what is happening in all the content areas, visit the Bureau’s website. The Bureau tries to create newsletters each month. When a newsletter is compiled, it is posted on the site under the Resources link on the left.

19. 4/17/2017
Florida STEM Wiki

20. 4/17/2017
If you have questions, please contact the appropriate staff at the Department.
Q & A Bureau of Standards and Instructional Support (850)   Bureau of K-12 Assessment (850)   Bureau of Exceptional Education and Student Services (850)  

21. 4/17/2017
and/or call anytime!
Heidi Brennan K-5 Mathematics and Science Education Program Specialist (850)   Dr. Jonathan P. Keener Director of STEM and 6-12 Science Education Program Specialist (850) Debra Willacey Mathematics Education Program Specialist (850)   @MathleteDWill