VDOE Mathematics UpdateVCMS Fall MeetingOctober 19, 2012

Michael Bolling, Acting Director, Office of Mathematics and Governor’s Schools

Deborah Wickham, Ph.D., Mathematics Specialist, K-5

Christa Southall, Mathematics Specialist

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A New Trend Line in Student Achievement

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“Virginia's public schools are beginning a new trend line with the implementation of more challenging standards and assessments. The goal is to build on the progress already made under the Standards of Learning program and ensure that all graduates possess the knowledge and skills needed for success in college and the workplace.”

- Dr. Patricia I. Wright Superintendent of Public Instruction

A New Trend Line in Student Achievement

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“…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

Data Analysis Tool

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http://bi.virginia.gov/BuildATab/rdPage.aspx

Accountability

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State Accreditation• Elementary

– 70% pass rate in Science, History, and Mathematics– 75% pass rate in English

• Middle – 70% pass rate in all four core areas

• High– 70% pass rate in all four core areas– Graduation and Completion Index (GCI) > 85

Accountability & Virginia’s Public Schoolshttp://www.doe.virginia.gov/statistics_reports/school_report_card/accountability_guide.shtml

• State Accreditation– Definitions (fully, provisionally, with warning, denied)– Benchmarks– Adjustments (Retesting, LEP, Transfers)– Graduation and Completion Index (GCI) information

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Accountability & Virginia’s Public Schoolshttp://www.doe.virginia.gov/statistics_reports/school_report_card/accountability_guide.shtml

Elementary and Secondary Education Act• Annual Measurable Objectives• Priority, Focus, and Reward Schools• Subgroup sizes• Retakes• Supplemental Educational Services

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ESEA Flexibility: Overview of Virginia’s Plan

Flexibility Offered from…Improvement status and sanctions for schools that

fail to meet federal performance targets

Public School Choice

Public School Choice

Supplemental Educational

Services

Other School Improvement

Sanctions

10http://www.doe.virginia.gov/federal_programs/esea/flexibility/index.shtml

Flexibility Principles

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Principle 1:College- and Career-Ready Standards and Assessments

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Standards and Assessments Aligned With College-Ready Standards

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Principle 3:Teacher and Principal Evaluation Systems

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Supporting Effective Instruction and Leadership

• States must:• Develop and adopt guidelines for local teacher

and principal evaluation and support systems• Ensure divisions implement teacher and

principal evaluation and support systems

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Student Academic Progress

• Evaluation criteria require student academic progress to account for 40 percent of the teacher and principal evaluation

• Multiple measures of student academic progress must be used in making decisions about teacher and principal performance evaluations

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Principle 2:Differentiated Supports and Interventions for Underperforming Schools

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System of Differentiated Recognition, Accountability, and Support

2012-2013

School YearImplement revised federal

accountability requirements

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Revised Annual Measurable Objectives (AMO)

Three Proficiency Gap Groups Individual Subgroups

• Gap Group 1 – students with disabilities, English language learners, and economically disadvantaged students (unduplicated count)

• Gap Group 2 – Black students, not of Hispanic origin*

• Gap Group 3 – Hispanic students, of one or more races*

* Includes students with disabilities, English language learners, and economically disadvantaged students

• All students• Asian students• White students• Economically

disadvantaged students• English language learners• Students with disabilities

Schools – Divisions – State

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AMOs established based on available data from…

Mathematics ReadingMathematics Reading

Establishing AMOs

Revised 2011-2012 assessments

2010-2011assessments

Will be set based on data from revised

2012-2013 assessments

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AMO were set and now will be revised by the Board of Education

Revised Methodology for AMO• USED approved the methodology in Virginia’s

application• Annual Measurable Objectives were set by subgroups

and contained different end points for each subgroup• The approved methodology reduced failure over six

years but needed to significantly reduce achievement gaps

• USED requested Virginia revisit the methodology in order to adopt a more aggressive approach to closing the achievement gaps

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Proposed Methodology for Establishing AMOs

61% Pass Rate 73% Pass Rate

Reading and mathematics targets will be calculated based on the percentiles of the tested population with greater gains for lower achieving

subgroups.

47% Pass Rate 73% Pass Rate

56% Pass Rate 73% Pass Rate

Example: MathExample: Math

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Establishing AMOs

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AMO’s are designed to close the achievement gap within six years.

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Reward, Priority, and Focus Schools• Recognition will be provided to reward

schools • Supports and interventions will be provided

to priority and focus schools• Monitor and support schools that do not

meet AMOs

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• Schools not identified as priority or focus schools must implement an improvement plan to increase the academic achievement of any subgroup not meeting one or more AMO(s)

System of Support: Safeguards System of Support: Safeguards

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Instruction and Assessment

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SOL Institutes – FOCUS

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2012 Mathematics SOL Institutes• Focus on formative assessment • Focus on process goals through “performance

tasks”• Provide modular online professional

development for teachers at the division/school level by grade level/subject area teams

• Are anticipated to be available in November

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Performance Task - Definition• An assessment that requires students to

synthesize SOL content in a problem-solving setting that encourages communication, reasoning, critical thinking, connections, and use of varied representations.

2012 Mathematics SOL Institutes - Purpose• The purpose of the 2012 Mathematics SOL

Institutes is to provide teachers with online professional development focused on developing and using formative assessment resources to inform instruction.

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“The content of the mathematics standards is intended to support the five

goals for students”

- 2009 Mathematics Standards of Learning

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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

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Virginia’s Process Goals for Students

• Mathematical Problem Solving• Mathematical Communication• Mathematical Reasoning• Mathematical Connections• Mathematical Representations

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Mathematics and Science Partnership Grants• Professional development materials created

must include a variety of performance-based tasks that require critical thinking and problem solving skills and could be used as formative assessments.

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Mathematics and Science Partnership Grants• Each proposal should include a focus on:

– the development and use of formative assessments to inform instruction and monitor student understanding and progress;

– the vertical progression of and connections between mathematics content within and among grade bands and/or courses;

– the importance of the instructional balance between mathematical concepts and related procedures; and

– the incorporation of Virginia’s mathematical process goals for students, included in the 2009 Mathematics Standards of Learning.

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Assessment Announcements• ~20 additional items will be added to the SOL

Practice Items for each testEOC – by early NovemberGrades 3-8 – anticipated by February 2013

• SOL Practice Guides will be updated• State-level performance analysis – anticipated

by late November (voiceover PPTs)• Tool and functionality fixes

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Common Assessment Questions• Tool and functionality fixes?• Partial credit problems?• Released tests?• Software to mimic technology-enhanced

items?

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Effective Strategies for Success• Instructional Support

– Curriculum resources• links to SOL, CF, and local resources

– Professional development• content, pedagogy, process

– Administrative leadership and support• frequent observations and instructional

involvement

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Effective Strategies for Success• Collaboration on Instruction and Assessment

– analysis and discussion about student objectives and instructional/assessment strategies

– common assessments– analysis of student work and performance

data

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Discussion• Reflect on yesterday’s discussions

– What makes a strategy a high-leverage strategy that will influence change in your division?

– Share your favorite strategy (1 minute each) to improve student achievement that you heard yesterday and why/how you think that it will influence change in your division.

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Algebra Readiness Diagnostic Test (ARDT)• The ARDT field test begins in mid-November and

ends prior to Winter Break.– No reports will be published based on the field test.– Additional students are needed for the field test for

grade 8 (students that studied grade 8 content last year) and Algebra I content (students that studied Algebra I last year).

– To add students, visit the survey, add numbers to the appropriate fields, and resubmit.

– http://vovici.com/wsb.dll/s/6bf3g5103b

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Algebra Readiness Diagnostic Test• Information about participation in the field

test will be sent to divisions during the week of October 22.

• All offering divisions will have participants.• Information will include training

information/times.• Training will be delivered via live and recorded

webinars.

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Algebra Readiness Diagnostic Test - TrainingGeneral• System Check 7 Training• Proctor Caching 7 Training• Early Warning System Training• TestNav 7 Technical Overview

Training will begin at the end of October.Information will be sent to ARDT Coordinator.

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Algebra Readiness Diagnostic Test - TrainingARDT Specific• Inventory Management and Reporting• TestNav 7 Functionality Overview• Working within PearsonAccess including

Online Test Sessions Management

Training will begin at the end of October.Information will be sent to ARDT Coordinator.

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Algebra Readiness Diagnostic Test• The operational ARDT is scheduled to be made

available by February 2013. • The operational ARDT will be a computer-

adaptive test (CAT) for both the full assessment (approximately 35 items) and for strand tests (10 items).

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Algebra Readiness Diagnostic Test• The ARDT will be taken online using the TestNav

application.• Because of the computer-adaptive nature,

students will have to answer all questions and will not be able to return to previous questions.

• No calculator within TestNav will be provided.• Tools and formula sheets will be provided (same

as SOL except for compass).

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Algebra Readiness Diagnostic Test - ReportsOverall test reports• Group summary lists• Individual reports will include

– overall score, – individual strand scores, – response information (correct/incorrect),– item difficulty (low, medium, or high), and – SOL correlation

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Algebra Readiness Diagnostic Test - ReportsStrand test reports• Group summary lists• Individual reports will include

– viewable questions, – response information (correct/incorrect), – item difficulty, and – SOL correlation

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Algebra Readiness Diagnostic Test• Roles

– Division ARDT Coordinator (as identified in SSWS)– Division ARDT Project Manager

• Set up School ARDT Coordinator/Project Manager• Set up school inventory• Upload student data• Set up/manage testing sessions• View test results/reports

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Algebra Readiness Diagnostic Test• Roles

– School ARDT Coordinator (lead)– School ARDT Project Manager

• Set up teacher accounts/Project Manager• Upload student data• Set up/manage testing sessions• View test results/reports

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Algebra Readiness Diagnostic Test• Roles

– ARDT Teacher• Set up/manage testing sessions• View test results/reports

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Quantile Measures• A Quantile measure will appear on all future student SOL

reports.• The Quantile measure identifies a student’s readiness for

instruction in mathematical skills and concepts.• The Quantile measure indicates prerequisite skills for the

readiness level and connects to free instructional resources to support.

• When applied to mathematical skills and concepts, Quantile measures indicate the task difficulty associated with a skill or concept relative to other mathematical skills and concepts.

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Graduation Requirements and Approved Courses

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Graduation Requirements & Approved Courses• Graduation Requirements

– Old requirements pertain to current juniors and seniors only

– New requirements pertain to current freshmen and sophomores

• Approved Courses– Old approved courses pertain to current seniors only– New approved courses pertain to all other high

school students

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Graduation Requirements – Standard Diploma• For students entering the ninth grade for the first time in 2003-

2004 through 2010-2011: Courses completed to satisfy this requirement shall be at or above the level of algebra and shall include at least two course selections from among: Algebra I, Geometry, Algebra II or other mathematics courses above the level of algebra and geometry. The Board may approve additional courses to satisfy this requirement.

• For students entering the ninth grade for the first time in 2011-2012 and beyond: Courses completed to satisfy this requirement shall include at least two different course selections from among: Algebra I; Geometry; Algebra, Functions and Data Analysis; Algebra II or other mathematics courses above the level of Algebra II. The Board shall approve courses to satisfy this requirement.

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Graduation Requirements – Advanced Diploma• For students entering the ninth grade for the first time in 2003-

2004 through 2010-2011: Courses completed to satisfy this requirement shall be at or above the level of algebra and shall include at least three different course selections from among: Algebra I, Geometry, Algebra II or other mathematics courses above the level of Algebra II. The Board may approve additional courses to satisfy this requirement.

• For students entering the ninth grade for the first time in 2011-2012 and beyond: Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I, Geometry, Algebra II or other mathematics courses above the level of Algebra II. The Board shall approve courses to satisfy this requirement.

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The Graduation Game

For which diploma will this course sequence work?

Standard Diploma (3 math req.): Courses completed to satisfy this requirement shall include at least two different course selections from among: Algebra I, Geometry, Algebra, Functions, and Data Analysis, Algebra II or other mathematics courses above the level of Algebra II.

Advanced Studies Diploma (4 math req.): Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I, Geometry, Algebra II or other mathematics courses above the level of Algebra II.

Algebra I, Geometry, Algebra II, Math Analysis 4th

YES

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Standard Diploma (3 math req.): Courses completed to satisfy this requirement shall include at least two different course selections from among: Algebra I, Geometry, Algebra, Functions, and Data Analysis, Algebra II or other mathematics courses above the level of Algebra II.

Advanced Studies Diploma (4 math req.): Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I, Geometry, Algebra II or other mathematics courses above the level of Algebra II.

Algebra I, Geometry, AFDA, Algebra II

4th

YES

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Standard Diploma (3 math req.): Courses completed to satisfy this requirement shall include at least two different course selections from among: Algebra I, Geometry, Algebra, Functions, and Data Analysis, Algebra II or other mathematics courses above the level of Algebra II.

Advanced Studies Diploma (4 math req.): Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I, Geometry, Algebra II or other mathematics courses above the level of Algebra II.

Algebra I, Geometry, AFDA 3rd

YES

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Standard Diploma (3 math req.): Courses completed to satisfy this requirement shall include at least two different course selections from among: Algebra I, Geometry, Algebra, Functions, and Data Analysis, Algebra II or other mathematics courses above the level of Algebra II.

Advanced Studies Diploma (4 math req.): Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I, Geometry, Algebra II or other mathematics courses above the level of Algebra II.

Algebra I, Geometry, Computer Mathematics 3rd

YES

- BU

T

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From…Courses that Satisfy Graduation Requirements

+ Computer Mathematics may be used in conjunction with Algebra I and Geometry to satisfy mathematics graduation requirements if the student also completes a career and technical concentration.

CTE concentration is least 2 CTE courses that total 72 weeks of content and are an approved sequence.

http://www.cteresource.org/apg/http://www.cteresource.org/apg/62

How about these sequences?• Algebra I, Geometry, AFDA, Mathematics

Capstone • Algebra I, Geometry, Computer Mathematics,

Mathematics Capstone• Algebra I, Geometry, Algebra II, Mathematics

Capstone

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Standard Diploma

Standard Diploma

Advanced Diploma

Discussion• What are high-leverage strategies for

providing technical information such as interpreting graduation requirements to others in your division? Who are the stakeholders and how will you connect with them? (1 minute each)

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Mathematics Instructional Resources

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Professional Development Resources

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Professional Development Resources

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Mathematics Instructional Resources

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Mathematics Instructional Resources

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Mathematics Instructional Resources

ESS Sample Lesson Plans

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ESS Sample Lesson Plans

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Instructional Videos

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Practice SOL Items

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Practice SOL Items• Practice SOL Items: Available for grades 3-8,

Algebra I, Geometry, and Algebra II• 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

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Practice SOL Items• It is essential that students have experiences with the

Practice SOL Items prior to testing.

• Teacher use of the Practice Item Guides with students is STRONGLY recommended.

• Practice Item Guides provide:– Guided practice with tools– Information specific to TEI functionality– Information on item format

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Algebraic Properties

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Mathematics Vocabulary Word Wall Cards

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