Mathematics Standards Mathematics Standards CommitteeCommittee

High Standards for High Standards for AllAll ChildrenChildren

Our GenesisOur Genesis Independent Math A Panel formed to investigate Independent Math A Panel formed to investigate

large failure rates on June 2003 Math A Regentslarge failure rates on June 2003 Math A Regents Panel had several findings, one being that the Panel had several findings, one being that the

Math A standards lacked clarity and specificityMath A standards lacked clarity and specificity Panel made 41 recommendations, one being that Panel made 41 recommendations, one being that

a mathematics standards committee be a mathematics standards committee be established to revise the standardsestablished to revise the standards

Our committee is that standards committeeOur committee is that standards committee

Committee CompositionCommittee Composition24 Members – 6 of whom served on the Math A 24 Members – 6 of whom served on the Math A

PanelPanel Classroom Teachers – elementary, middle, Classroom Teachers – elementary, middle,

secondary and BOCES occupational education, secondary and BOCES occupational education, from a very diverse group of schoolsfrom a very diverse group of schools

Math curriculum coordinators and staff developersMath curriculum coordinators and staff developers Administrators who were formerly math teachersAdministrators who were formerly math teachers Representatives of higher education, both Representatives of higher education, both

mathematics and mathematics educationmathematics and mathematics education Practitioners (an accountant and an engineer)Practitioners (an accountant and an engineer)

THANK YOU!THANK YOU!

TThe Committee deeply appreciates the he Committee deeply appreciates the invitation to assist with this important effort.invitation to assist with this important effort.

THIS IS A CONSENSUS REPORT.THIS IS A CONSENSUS REPORT.The recommendations are supported by all The recommendations are supported by all

24 Committee members.24 Committee members.

WE ARE GRATEFUL FOR ALL THE HELP.WE ARE GRATEFUL FOR ALL THE HELP.The Committee is grateful to many SED staff members.The Committee is grateful to many SED staff members.

Committee’s ChargeCommittee’s Charge Look at NYS, other states, other Look at NYS, other states, other

nations and the researchnations and the research Propose changes to improve clarity, Propose changes to improve clarity,

specificity and functionalityspecificity and functionality Revised standards must be Revised standards must be

challenging, and must “consist of a challenging, and must “consist of a clear, well-defined set of skills, the clear, well-defined set of skills, the mastery of which is demonstrable”mastery of which is demonstrable”

The Current StandardsThe Current Standards Standard 3 -- the overarching statement Standard 3 -- the overarching statement

that guides all mathematics instruction that guides all mathematics instruction in the statein the state

Seven ”Key Ideas” (major areas of focus)Seven ”Key Ideas” (major areas of focus) Performance Indicators – 289 statements Performance Indicators – 289 statements

of what children should know and be of what children should know and be able to do, all accompanied by 876 able to do, all accompanied by 876 “includes” bullets“includes” bullets

The Proposed ChangesThe Proposed Changes

Revise the wording of Standard 3Revise the wording of Standard 3 Replace seven ”Key Ideas” with five Replace seven ”Key Ideas” with five

content strands and five process strandscontent strands and five process strands Adopt 850 revised Performance Indicators, Adopt 850 revised Performance Indicators,

grade by grade, for grades Pre-K through grade by grade, for grades Pre-K through 1111

To improve clarity, specificity and To improve clarity, specificity and functionality, the Committee proposes:functionality, the Committee proposes:

Recommendation 1Recommendation 1

Students will:Students will: Understand the concepts of, and become proficient Understand the concepts of, and become proficient

with the skills of mathematicswith the skills of mathematics Communicate and reason mathematicallyCommunicate and reason mathematically Become problem solvers by using appropriate tools Become problem solvers by using appropriate tools

and strategiesand strategiesThrough the integrated studies of number sense Through the integrated studies of number sense and operations, algebra, geometry, measurement, and operations, algebra, geometry, measurement, and probability and statistics.and probability and statistics.

Standard 3 should be revised to read as follows:Standard 3 should be revised to read as follows:

Recommendation 2Recommendation 2Replace the current seven key ideas with Replace the current seven key ideas with

five content strands and five process five content strands and five process strands:strands:

Content StrandsContent Strands Process StrandsProcess Strands

Number Sense and Number Sense and OperationsOperations

Problem SolvingProblem Solving

AlgebraAlgebra Reasoning and ProofReasoning and Proof

GeometryGeometry CommunicationCommunication

MeasurementMeasurement ConnectionsConnections

Statistics and ProbabilityStatistics and Probability RepresentationRepresentation

Performance IndicatorsPerformance IndicatorsThis was the bulk of the work, the This was the bulk of the work, the creation of 850 specific, grade-by-creation of 850 specific, grade-by-grade performance indicators in grade performance indicators in grades Pre-K through high school, to grades Pre-K through high school, to be used to guide curriculum be used to guide curriculum development and assessment development and assessment development.development.

Guiding PrinciplesGuiding Principles

The committee established guiding The committee established guiding principles for the development of the principles for the development of the performance indicators, based on its performance indicators, based on its review of mathematics programs in review of mathematics programs in other states and nations.other states and nations.

Guiding Principles, Guiding Principles, continuedcontinued

Performance Indicators should:Performance Indicators should: be presented on a grade-by-grade basisbe presented on a grade-by-grade basis be appropriately sequenced from year to yearbe appropriately sequenced from year to year be developmentally appropriate at each grade be developmentally appropriate at each grade

levellevel be written in language clear for all – teachers, be written in language clear for all – teachers,

parents, students and test developersparents, students and test developers provide focusprovide focus

Recommendation 3Recommendation 3 The standards document developed by the The standards document developed by the

committee and included as Attachment B committee and included as Attachment B should be adopted as a draft. This document should be adopted as a draft. This document includes definitions of each content strand and includes definitions of each content strand and each process strand, the division of each each process strand, the division of each content strand into bands, and 850 grade-by-content strand into bands, and 850 grade-by-grade performance indicators keyed to the grade performance indicators keyed to the strand.strand.

Feedback from the field should be sought Feedback from the field should be sought before finalization.before finalization.

Recommendation 4Recommendation 4The field needs time to redesign curriculum The field needs time to redesign curriculum and train staff on these revised standards. and train staff on these revised standards. The committee recommends that SED seek The committee recommends that SED seek a waiver for a one-year postponement from a waiver for a one-year postponement from USDOE for the administration of the grade USDOE for the administration of the grade 3-8 tests in math. If this is not possible, we 3-8 tests in math. If this is not possible, we recommend the results not be considered recommend the results not be considered for accountability purposes until 2006-for accountability purposes until 2006-2007.2007.

Recommendation 5Recommendation 5Because each year’s skills and Because each year’s skills and knowledge build upon the previous knowledge build upon the previous year, the revised high school program year, the revised high school program should be phased in over a three year should be phased in over a three year period, following the implementation of period, following the implementation of the 3-8 program by one year.the 3-8 program by one year.

Recommendation 6Recommendation 6Because Math A will be a one year course for Because Math A will be a one year course for the typical student, and because three years of the typical student, and because three years of math are required for an Advanced Regents math are required for an Advanced Regents diploma, Math B will become a two year course diploma, Math B will become a two year course for the typical student. The Committee for the typical student. The Committee recommends that an additional Regents exam recommends that an additional Regents exam be created to test students at the end of the be created to test students at the end of the first half of Math B. Thus, the typical student first half of Math B. Thus, the typical student will take three math Regents exams, one after will take three math Regents exams, one after each year of study.each year of study.

Recommendation 7Recommendation 7

From “Math A” to “Integrated Algebra”From “Math A” to “Integrated Algebra” From “Math B” to “ Integrated Geometry” From “Math B” to “ Integrated Geometry”

for the first half and “Integrated Algebra II for the first half and “Integrated Algebra II and Trigonometry” for the second half.and Trigonometry” for the second half.

To improve clarity, the labels for To improve clarity, the labels for high school mathematics should be high school mathematics should be changed as follows:changed as follows:

The High School Math The High School Math ProgramProgram

Integrated AlgebraIntegrated Algebra Integrated GeometryIntegrated Geometry Integrated Algebra II and TrigonometryIntegrated Algebra II and Trigonometry

each ending in a Regents examination.each ending in a Regents examination.

If recommendations 6 and 7 are If recommendations 6 and 7 are approved, the high school math program approved, the high school math program for the typical student will consist of for the typical student will consist of three years of study:three years of study:

Recommendation 8Recommendation 8Each local school district should Each local school district should establish criteria based on the course establish criteria based on the course grades and Regents exam scores for grades and Regents exam scores for students to continue to the next students to continue to the next course in the Integrated Algebra, course in the Integrated Algebra, Integrated Geometry, Integrated Integrated Geometry, Integrated Algebra II and Trigonometry sequence.Algebra II and Trigonometry sequence.

Recommendation 9Recommendation 9The amount of course credit that can The amount of course credit that can be granted by local districts for be granted by local districts for Integrated Algebra should be limited to Integrated Algebra should be limited to two units.two units.

Recommendation 10Recommendation 10 Encourage children to take the Advanced Encourage children to take the Advanced

Regents Diploma three year sequence.Regents Diploma three year sequence. For those students who do not follow this For those students who do not follow this

path, locally developed programs to complete path, locally developed programs to complete three years of required study should include a three years of required study should include a majority of the following topics: ratios and majority of the following topics: ratios and proportions, statistics, data analysis, informal proportions, statistics, data analysis, informal geometry, number theory, financial geometry, number theory, financial applications (financial management, tax applications (financial management, tax structures, etc.), and integration of structures, etc.), and integration of technology.technology.

Recommendation 11Recommendation 11Grade-by-grade curriculum guides Grade-by-grade curriculum guides should be developed as suggested should be developed as suggested models for mathematics instruction models for mathematics instruction statewide, and there should be statewide, and there should be alignment among the standards and alignment among the standards and performance indicators, the curricula performance indicators, the curricula and the assessments.and the assessments.

Recommendations 12A-12BRecommendations 12A-12B 12A12A In K- 4, four function calculators In K- 4, four function calculators

should continue to be an instructional tool, should continue to be an instructional tool, but not permitted on the 3-4 assessments.but not permitted on the 3-4 assessments.

12B12B In 5-8, scientific calculators should be In 5-8, scientific calculators should be permitted on the grades 5-8 assessments permitted on the grades 5-8 assessments similar to the format that is currently used similar to the format that is currently used on the Math 8 assessment (calculator use on the Math 8 assessment (calculator use permitted on extended response parts permitted on extended response parts only) with the understanding that all only) with the understanding that all students should be given access to a students should be given access to a scientific calculator.scientific calculator.

Recommendations 12C-12DRecommendations 12C-12D 12C12C In 7-8, graphing calculators In 7-8, graphing calculators

should be used as an exploratory should be used as an exploratory instructional tool.instructional tool.

12D12D In 9-12, graphing calculators In 9-12, graphing calculators should be used on a regular basis should be used on a regular basis and required on the Regents exams. and required on the Regents exams. All students should have access to a All students should have access to a graphing calculator.graphing calculator.

Recommendation 13Recommendation 13

9A: Strengthen K-12 and higher ed. partnerships9A: Strengthen K-12 and higher ed. partnerships 9B: Elementary certification requirements should include 9 9B: Elementary certification requirements should include 9

credits in math and 3 in math ed.credits in math and 3 in math ed. 9C: Courses required for certification should be specified9C: Courses required for certification should be specified 9D: The 175 required hours of professional development 9D: The 175 required hours of professional development

should have specific math and math ed. requirements as should have specific math and math ed. requirements as indicated in the report.indicated in the report.

We strongly endorse Recommendations 9A, 9B, 9C We strongly endorse Recommendations 9A, 9B, 9C and 9D of the Math A Panel:and 9D of the Math A Panel:

Our Committee recommends that the Panel’s Our Committee recommends that the Panel’s Recommendations 9A and 9D be implemented Recommendations 9A and 9D be implemented immediately, and that a Professional Preparation immediately, and that a Professional Preparation Committee be established to make specific Committee be established to make specific recommendations regarding 9B and 9C.recommendations regarding 9B and 9C.

Issues/QuestionsIssues/QuestionsQ. Comparing the proposed performance indicators with Q. Comparing the proposed performance indicators with

the current ones, it appears there are fewer in grades the current ones, it appears there are fewer in grades K-4, and a shift of content from higher grades into K-4, and a shift of content from higher grades into grades 5-8?grades 5-8?

A. Absolutely correct. This decision was reached after A. Absolutely correct. This decision was reached after reviewing programs in other states and nations, and reviewing programs in other states and nations, and TIMMS and NAEP reports. In K-4, children need to TIMMS and NAEP reports. In K-4, children need to spend a lot of time first developing strong numeracy spend a lot of time first developing strong numeracy skills and then proportional thinking. In 5-8, there is skills and then proportional thinking. In 5-8, there is currently much repetition and many topics covered currently much repetition and many topics covered each year. In order to develop a strong program each year. In order to develop a strong program leading to a robust Integrated Algebra course, these leading to a robust Integrated Algebra course, these middle grades need more content and more focus. middle grades need more content and more focus. (Many districts are already successfully implementing (Many districts are already successfully implementing similar models.)similar models.)

Issues/Questions, continuedIssues/Questions, continuedQ. Isn’t the proposed high school program Q. Isn’t the proposed high school program

going back to Course I, II, III?going back to Course I, II, III?A. Absolutely not. The major change from I, A. Absolutely not. The major change from I,

II, III to Math A and B was the inclusion of II, III to Math A and B was the inclusion of process standards, which were woefully process standards, which were woefully lacking in I, II, III. The Committee feels lacking in I, II, III. The Committee feels strongly that these process standards strongly that these process standards must continue, and that the curricula must continue, and that the curricula developed for classroom teachers will developed for classroom teachers will emphasize this.emphasize this.

Issue: “Power and Beauty”Issue: “Power and Beauty”We believe the goal of all teachers of We believe the goal of all teachers of mathematics should be to inspire their mathematics should be to inspire their students to appreciate the power and students to appreciate the power and beauty of mathematics. This is not beauty of mathematics. This is not recommended in Standard 3 because we recommended in Standard 3 because we could not find a way to assess this, and, could not find a way to assess this, and, even if it can be assessed, we do not even if it can be assessed, we do not believe a high school diploma should be believe a high school diploma should be conditioned upon this. However, it is our conditioned upon this. However, it is our hope that this will be listed as a goal in all hope that this will be listed as a goal in all curriculum documents.curriculum documents.

The Whole PictureThe Whole Picture

Our work revising the standards is only Our work revising the standards is only

one part of a systemic approach to one part of a systemic approach to

improve the mathematics learning of improve the mathematics learning of

our students.our students.

ALIGNMENT IS ESSENTIALALIGNMENT IS ESSENTIALContent

Standards

ClassroomInstruction

Curriculum Test Development Process

Regents Exam

FINDING: The Math A content standards are

not clear. FINDING: There are technical

problems in the test

development process, which

result in the exams being inconsistent

over time.

FINDING: There is no

agreed upon

curriculum.

FINDING: Because the standards are

unclear, and there is no agreed upon

curriculum, teachers look to past Regents exams for guidance.

FINDING: THE SYSTEM IS NOT ALIGNED.

MATH A PANEL SUMMARY MATH A PANEL SUMMARY Content

Standards

Instruction

Curriculum Test Development Process

Regents Exam

The Standards need to be retooled.

The Math A Regents examneeds to have

technical changes

made, and to be linked to the retooled standards.

A grade-by-grade

curriculum,K-8, Math A,

Math Bneeds to be

writtenand

disseminated, with Math A being a one-year course.

Teachers need to understand the

standards, and need to have enough

preparation to teach the curriculum.

LINKAGES/PARTNERSHIPS • K-12 - Higher Ed • Public Libraries • Museums • Public Television

DONE

DONE

Work CompleteWork Complete Still to be doneStill to be done

Technical Changes to Technical Changes to Math A ExamMath A Exam

Grade by Grade Grade by Grade CurriculumCurriculum

Revised StandardsRevised Standards(our work)(our work)

Professional Professional Development to the new Development to the new standardsstandards

Stronger pre-service Stronger pre-service trainingtraining

LinkagesLinkages

The Next StepsThe Next Steps Field review of our work, make any Field review of our work, make any

necessary changes, and adopt the work.necessary changes, and adopt the work. Curriculum developmentCurriculum development Professional development for teachersProfessional development for teachers Continue to expand linkagesContinue to expand linkages Continue to involve members of the Math Continue to involve members of the Math

A Panel and the Standards Committee as A Panel and the Standards Committee as we go forward, to prevent unintentional we go forward, to prevent unintentional drift and loss of alignmentdrift and loss of alignment

SummarySummaryThe solution must be systemic in nature. Our The solution must be systemic in nature. Our work builds the foundation with new standards, work builds the foundation with new standards, but it is still only one part of the system.but it is still only one part of the system.

High expectations for student performance, High expectations for student performance, alignment of suggested grade-by-grade alignment of suggested grade-by-grade curricula and assessments, and professional curricula and assessments, and professional development to the standards must all be in development to the standards must all be in place to ensure success for our students.place to ensure success for our students.

Summary, continuedSummary, continuedUltimately, the goal we must all have is to Ultimately, the goal we must all have is to establish a set of “world class” standards in establish a set of “world class” standards in New York that will guarantee that New New York that will guarantee that New York’s children receive the best York’s children receive the best mathematics education anywhere.mathematics education anywhere.

We appreciate the opportunity to be part of We appreciate the opportunity to be part of this effort, and we hope our work has this effort, and we hope our work has advanced this goal.advanced this goal.