VDOE Mathematics Update Virginia Council for Mathematics Supervision October 11, 2011 Mr. Michael Bolling, Mathematics Coordinator, K-12 Dr. Deborah Wickham, Mathematics Specialist, K-5

Elementary and Secondary Education Act The Obama administration has called for reauthorization Flexibility Waivers from the USDOE (late Sept) –College and career readiness expectations –State-developed recognition, accountability, and support –Supporting effective instruction and leadership ESEA Reauthorization Act of 2011 (Oct 12) (link here)link here 2 So, will waivers be necessary?

ESEA Reauthorization Act of 2011 (proposed) The term “Adequate Yearly Progress” is not included Testing stays for grades 3-8 and high school, but allows for an end-of-year test or interim assessment measures States must ensure a rigorous standard of “continuous improvement in student progress” 3

ESEA Reauthorization Act of 2011 (proposed) States must identify lowest-performing 5% of schools and provide support States must identify 5% of schools with the biggest gaps between subgroups and provide support Addresses leadership and teaching, evaluation systems, and professional development 4

Virginia’s Work Preparing for Waiver Application College and Career Readiness Initiative (CCRI) and Performance ExpectationsCCRI Improvement of accountability assessments Provisions for special groups of students (V-tests) Improvement of teacher evaluation systems Development of student growth percentiles 5

Common Core State Standards Implementation States are beginning implementation Assessment consortia –Smarter Balanced Assessment Consortia (SBAC)Smarter Balanced Assessment Consortia –Partnership of Assessment of Readiness for College and Careers (PARCC)Partnership of Assessment of Readiness for College and Careers Organizations are providing support –Bill McCallum’s Common Core Tools PageBill McCallum’s Common Core Tools Page –Mathematics Assessment Project (high school only cuurently)Mathematics Assessment Project –Inside MathematicsInside Mathematics 6

Mathematics Performance Expectations 7

Mathematics Capstone Course Fall 2011 pilots – Frederick, Harrisonburg City, Loudoun, and Northumberland (11 high schools total) Spring 2012 pilots – Buchanan, Carroll, Fauquier, Mecklenberg, Middlesex, Newport News, Portsmouth, Waynesboro, York Instructional Unit Resources (MSP Continuation Grant) –UVA –Radford Testimonial from Northumberland 8

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Mathematics SOL Institutes 2009 Specific SOL changes (content) 2010 Vertical articulation of the SOL and areas of greatest challenge (content and pedagogy) 2011 Process standards 11

Mathematics SOL Institutes

Mathematics SOL Institutes

2011 Mathematics SOL Institutes – Focus Five goals – for students to –become mathematical problem solvers that –communicate mathematically; –reason mathematically; –make mathematical connections; and –use mathematical representations to model and interpret practical situations 14

Process Standards 15 VIRGINIA (Process Goals) NCTM (Process Standards) CCSS (Mathematical Practices) Mathematical Problem Solving Problem Solving1) Make sense of problems and persevere in solving them. Mathematical Communication Communication3) Construct viable and critique the reasoning of others Mathematical ReasoningReasoning and Proof2) Reason abstractly and quantitatively Mathematical ConnectionsConnections7) Look for and make use of structure 8) Look for and express regularity in repeated reasoning Mathematical Representations Representations4) Model with mathematics 5) Use appropriate tools strategically 6) Attend to precision

Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) Nominations are open for teachers in grades Kindergarten through 6 Nominate an excellent teacher that deserves recognition 5+ years of experience Supt’s Memo # announces the opening of nominations (October 14, 2011) 16

Textbook Review – Complete! The Virginia Board of Education approved the list of textbooks for K-12 mathematics instruction. Local school boards may adopt textbooks from off of this list. Substitutions requests can be requested by publishers (newer editions with few changes) 17

ESS Sample Lesson Plans – Coming Very Soon! 18

VDOE Resources 19

VDOE Resources - continued 20

VDOE Instructional Resources Technical Assistance Documents –Algebra I.9 (z-scores, standard deviation, mean absolute deviation) –Algebra II.11 (normal distributions) Mathematics Institutes Resources 21

Instructional Support Videos – Coming Soon 22

23 Changes in the Standards of Learning and the Impact on Instruction and Assessment

Standard Setting and Cut Scores EOC Assessments – November Assessments – February 2012 Committees are currently being selected Recommendations of cut scores will be made to the Board of Education early next year 24

Look for changes in: Number of reporting categories Number of items in reporting categories Indication of SOL assessed without a calculator (grades 4, 5, 6, and 7) Number of total items –Grade 3 will now have 40 live items –Geometry will now have 50 live items 25 New SOL Blueprints

Formula Sheets Formula sheets that correspond to the 2009 Standards for grades 6-8 and EOC are currently available on the VDOE Ancillary Test Materials webpageFormula sheets 26

Testing changes - technical Use of color Emphasis words –NOT and EXCEPT will be the only emphasis words used –No longer in italics Closest Equal Best –No emphasis words will be found on the grade 3 assessment 27

28 Technology Enhanced Items (TEI) about 15% Format of Questions: Fill in the blank Drag and drop Hot-spots: Select one or more answer options, placing points on coordinate planes Creation of graphs

New tools in TestNav 7 Pencil Notepad (sticks w/ item) Dot tool New compass Straight edge tool –Line with no caps –Line segments (with caps) 29 NOTE: no tools other than the arrow can select answers

Testing Schedule Fall 2011 Test Administration –6-8 SOL tests based on 2001 SOL –EOC SOL tests based on 2009 SOL Spring 2012 Test Administration –All SOL test items aligned to 2009 SOL –Grades 3-5 online SOL tests will have TEI field test items 30

Practice SOL Items It is essential that students have experiences with the Practice SOL Items prior to testing.Practice SOL Items Use of the Practice Item Guides is STRONGLY recommended. Practice Item Guides provide help with –Installation and navigation help –Practice with use of tools –Information specific to particular tests 31

Practice SOL Items Practice SOL Items will be updated to include additional items early next year Construction ePAT for EOC Geometry REMEMBER: ePATs are a concentration of examples showing increased rigor, technology enhanced items, and how new content may be tested. 32

Assessments – Then and Now 33

Assessments – Then and Now 34 Grade 3 OLD NEW

Assessments – Then and Now 35 OLD Grade 3 NEW

Assessments – Then and Now 36 OLD Grade 4 NEW

Assessments – Then and Now 37 OLD Grade 5 NEW

Assessments – Then and Now 38 Grade 7 OLD NEW

Assessments – Then and Now 39 Grade 7

Assessments – Then and Now 40 Algebra 1

Assessments – Then and Now 41 OLD Algebra 1 NEW

Assessments – Then and Now 42 Geometry

Assessments – Then and Now 43 Geometry OLD NEW

Assessments – Then and Now 44 New Content - Geometry

Assessments – Then and Now 45 New Content - Algebra II

How will the changes in the SOL and assessments impact your instruction or assessments? 46

Assessment – All Levels Increased focus on multistep and applied (“practical” or “real world”) problems Testing the converse of a standard Increased emphasis on models and multiple representations 47

Odds and Ends – Grade 3-5 Increased emphasis on multistep and applied problems Probability can be represented in many ways Increased emphasis on models and multiple representations (number lines, fraction models, operations with fractions) Prior knowledge from earlier grade levels 48

Odds and Ends – Grade 6-8 Increased emphasis on multistep and applied problems Probability can be represented in many ways Increased emphasis on models and multiple representations (operations with fractions, integers, number lines) Prior knowledge from earlier grade levels 49

Odds and Ends – Algebra I and Algebra II Use of notation –{ } empty set, –set notation (Algebra I and II) vs. interval (Math Analysis) –x: or x| (show both to students) Students moving from the Grade 7 SOL course to Algebra I directly – what’s missing? –Scatterplots –Solving multistep equations –Prior instruction on box-and-whisker plots 50

Odds and Ends – Algebra I and Algebra II The word “prime” when talking about functions that do not have real zeros Solving linear-quadratic and quadratic- quadratic systems (no conics) Factoring 51

Factoring – Algebra I or II? Rational Roots Irrational Roots 2-variable Imaginary 52

Odds and Ends - Geometry Intermediate answers in multistep problems may be an answer choice New increased emphasis on proof, including 2-column proofs Logical arguments and precision Equations of circles – could be given many combinations of information Increased complexity of diagrams 53

Odds and Ends - Geometry Increased emphasis on coordinate geometry Coordinate geometry could include combinations of transformations Notation: be careful not to use classroom- specific notation like “CPCF” or “CPCTC” Constructions 54

55 Questions, Thoughts?