1. Mathematics Standards of Learning Instruction and Assessment Update TCTM – General Session Princess Anne High School, Virginia Beach October 1, 2013 Michael Bolling, Director of Mathematics and Governor’s Schools michael.bolling@doe.virginia.gov

2. Instruction and Assessment 2

3. “The content of the mathematics standards is intended to support the five goals for students” - 2009 Mathematics Standards of Learning 3

4. 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 4 Process Goals

5. Increased Rigor… Seriously, what does that mean? 5

6. Level of Cognitive Demand in Activities 6

7. 7 Level of Cognitive Demand Low Med High

8. Level of Cognitive Demand in Activities 8 Level of Cognitive Demand Simplify. Is the value of this expression more or less than 1? How do you know? Write a real-world problem using this expression.

9. So how could we increase cognitive demand ? Mark has ¾ cup of water and Mary has ½ cup of water. How much do they have all together? Write the equation of the line that passes through the points (2,3) and (4, 8).

10. Collaboration is Key 10

11. Learning Community Planning/Pacing long/short term Instruction what/how Common Assessments development/ modification Analyze Data and Student Work

12. Increased Rigor in Daily Instruction and Assessment Consider the level of cognitive demand that instructional activities and assessments require Consider the engagement level of the activity Reflect on the kinds of questions that you are asking students Let students struggle with the mathematics 12

13. Effective Questioning When Kids Struggle Ask students what they know Ask about their approach to solve Ask them where they ran into trouble Ask them why Restate what they’ve said Ask them to reflect on possible other routes 13

14. Effective Questioning and Discourse Ask students to justify and explain their thinking Have students share their problem solving approaches with others Ask them to explain others’ approaches in their own words Ask them to evaluate others’ approaches (error analysis) Ask them “what if” questions 14

15. Virginia Department of Education Standards of Learning Curriculum Framework Testing blueprints SOL Institutes (2009, 2010, 2011, 2012) Instructional Videos ESS Sample Lesson Plans Technical assistance documents SOL Practice Items and Tools Practice Vocabulary resources 15

16. SOL Institutes – FOCUS 2009 SOL changes (content) 2010 Vertical articulation of the SOL and areas of greatest challenge (content and pedagogy) 2011 Process goals (standards) and cognitively rich tasks 2012 Formative assessments (performance tasks) to inform instruction 16

17. 2013 Mathematics SOL Institutes Participants will Analyze and modify an assessment – compare expectations of SOL and Curriculum Framework to an assessment and modify it to meet intended expectations; and modify an existing instructional task to emphasize process goals and problem solving. 17

18. Professional Development 18

19. 19

20. 20 Mathematics Instructional Resources

21. 21 Mathematics Instructional Resources

22. 22 Mathematics Instructional Resources

23. ESS Sample Lesson Plans 23

24. ESS Sample Lesson Plans 24

25. Instructional Videos 25

26. Algebraic Properties 26

27. 27 Mathematics Vocabulary Word Wall Cards

29. Practice SOL Items Practice SOL Items: Available for grades 3-8, Algebra I, Geometry, and Algebra IIPractice SOL Items Grades 3-8 Practice Tool: Practice measuring with the ruler, measuring angles with the protractor, using the four function calculator, and provides a grid for open practice with tools EOC Practice Tool: Practice with geometric constructions and provides a grid for open practice with tools 29

30. Current Projects (some of them) Mathematics Vocabulary Word Wall Cards –Algebra (includes Algebra I and II) SOL to CCSS lookup tables Technical assistance – box-and-whisker plots Models for algebraic properties Division through OSI Algebra Readiness Diagnostic Test (ARDT) 30

31. Test Development TEI: Fill-in-the-Blank Items Frequently asked question: Will a student be marked wrong for not spelling a word correctly in fill-in-the-blank items? Currently, there are no items that require students to spell a word to correctly answer a question. Students do not need to enter words. May require letters, numbers, and/or characters. ABC x<3 1/2 3R4 31

32. Test Development TEI: Fill-in-the-Blank Items Frequently asked question: Can students enter a decimal equivalent when asked specifically for a fraction? Acceptable character keys are controlled for student responses. In this case, the decimal would not be an allowable character. 32

33. Test Development TEI: Fill-in-the-Blank Items Frequently asked question: Do students have to give an exact answer for FIB items that require them to use a ruler or protractor? There is a range of acceptable answers for certain items, depending on the type of measure required. 33

34. Michael.Bolling@doe.virginia.gov Questions? / Thoughts? 34