1. SOL Changes and Preparation A parent presentation

2. The Focus on the New Tests is Rigor

3. Rigor is not… Something extra you have to do on top of everything else More – More pages ≠ rigor – More of the same type of problem ≠ rigor – More homework ≠ rigor

4. Rigor in the Classroom Focus on what students are asked to do Three main pieces – Course content – Instruction – Assessment

5. Secondary English SOL Changes: An Overview

6. The important things to remember for English are: Thinking Analyzing Non-fiction » Let’s look at the new question types that make students think and analyze

7. Reading 2009-2010 Test

8. Reading 2012-2013 SOL Test

9. Reading 2009-2010 SOL Test

10. Reading 2012-2013 SOL Test

11. Reading 2009-2010 SOL Test

12. Reading 2012-2013 SOL Test

13. Writing 2009-2010 SOL Test

14. Writing 2012-2013 SOL Test

15. Writing 2009-2010 SOL Test

16. Writing 2012-2013 SOL Test

17. Writing 2009-2010 SOL Test

18. Writing 2012-2013 SOL Test

19. Nonfiction is another big part of the new SOLs. Here’s what you can do: Have students: Read recipes to you while cooking Read instruction manuals when you are putting things together Read the newspaper (print or online) Help fill out applications

20. Changes to Science SOLs

21. Investigate & Understand Many of the standards in the Science Standards of Learning begin with the phrase “Students will investigate and understand.” This phrase was chosen to communicate the range of rigorous science skills and knowledge levels embedded in each standard.

22. Investigate & Understand “Investigate” refers to scientific methodology and implies systematic use of the following inquiry skills: observing; classifying and sequencing; communicating; measuring; predicting; hypothesizing; inferring; defining, controlling, and manipulating variables in experimentation; designing, constructing, and interpreting models; and interpreting, analyzing, and evaluating data.

23. Investigate & Understand “Understand” refers to various levels of knowledge application. In the Science Standards of Learning, these knowledge levels include the ability to: recall or recognize important information, key definitions, terminology, and facts; explain the information in one’s own words, comprehend how the information is related to other key facts, and suggest additional interpretations of its meaning or importance; apply the facts and principles to new problems or situations, recognizing what information is required for a particular situation, using the information to explain new phenomena, and determining when there are exceptions;

24. Investigate & Understand “Understand” refers to various levels of knowledge application. In the Science Standards of Learning, these knowledge levels include the ability to: analyze the underlying details of important facts and principles, recognizing the key relations and patterns that are not always readily visible; arrange and combine important facts, principles, and other information to produce a new idea, plan, procedure, or product; and make judgments about information in terms of its accuracy, precision, consistency, or effectiveness.

25. Changes to the SOL tests 15% of the test will be non-multiple choice questions – They will be Technology Enhanced Items The remaining multiple choice questions will be more rigorous

26. Technology Enhanced Items Fill in the blank (word or number) Drag and Drop (sort or order) Hot spots (select) Graphs

27. Grade 8 – Then Assessments – Then and Now

28. Grade 8– Now

29. Grade 8 – Then Assessments – Then and Now

30. Grade 8– Now

31. Assessments – Then and Now Grade 8– Now

32. Assessments – Then and Now Grade 8– Now

33. Earth Science – Then Assessments – Then and Now

34. Earth Science – Now

35. Assessments – Then and Now Earth Science – Now

36. How have teachers responded to these changes? Science Instruction – Then “Cookbook” labs Teacher-led instruction Multiple choice assessments Teach facts Science Instruction – Now Inquiry-based labs Student-led instruction Open ended assessments Teach process Teach students to think rather than memorize

37. What you can do support your student Take an interest Encourage perseverance Help them with their problem solving skills If they are confused, you may not be able to answer their questions, but you can help them formulate questions to ask the teacher

38. Changes to Math SOLs

39. A New Trend Line in Student Achievement “…this will be an indication that we are now expecting more of students, not that they are learning less.” - Dr. Patricia I. Wright Superintendent of Public Instruction

40. “Revised” versus “new” New content - Repetition has been decreased Increased rigor (higher-level) questions Technology enhanced items (TEI) – approximately 15% of the items – Technology-enhanced items allow students to apply what they have learned and use critical-thinking skills in ways not possible with traditional multiple-choice questions. The items mirror common classroom tasks and assignments. 2009 Mathematics Standards of Learning

41. Process Goals for Students Students will become mathematical problem solvers that communicate mathematically; reason mathematically; make mathematical connections; and use mathematical representations to model and interpret practical situations

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

43. Area and Perimeter 4 3 A= l x w P = 2(l + w) Conceptual Procedural Conceptual vs. Procedural

44. Procedural: 1.Divide the numerator by the denominator. 2.Write the quotient as the whole number. Write the remainder as the numerator. Use the same denominator. 7  6 = 1 R1 … 1 1/6 Change 7/6 to a mixed number. Conceptual: It takes 6 sixths to make a whole, so it’s 1 whole with 1 sixth left over… 1 1/6 Fractions

45. Sample TEI – Fill in the Blank

46. Sample TEI – Drag and Drop

47. Sample TEI – Hot Spot

48. Sample TEI – Create Graphs

49. What are teachers doing to address new levels of rigor? Then: Direct instruction Tell students how to do it, now do it Practice with the skill Now: Let students experience “intellectual struggle” Expect of a variety of strategies and explanation of thinking Ask higher level questions in class and practice APPLYING the skill

50. Examples of tasks/problems used in classes now… Problem: Grading Tool:

51. What Parents & Students Should Know About the New Virginia Mathematics Standards of Learning FAQ on new mathematics standards and tests suitable for linking on school and division websites, for sharing via social media, or for printing and distributing to parents, the public, etc. VDOE website: What Parents & Students Should Know About the New Virginia Mathematics Standards of LearningWhat Parents & Students Should Know About the New Virginia Mathematics Standards of Learning http://www.doe.virginia.gov/testing/sol/standards_docs/ mathematics/parents_students_should_know.shtml