VDOE Mathematics Update

Virginia Council for Mathematics SupervisionOctober 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)

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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”

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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

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Virginia’s Work Preparing for Waiver Application

• College and Career Readiness Initiative (CCRI) and Performance Expectations

• Improvement of accountability assessments• Provisions for special groups of students

(V-tests)• Improvement of teacher evaluation systems• Development of student growth percentiles

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Common Core State Standards Implementation• States are beginning implementation• Assessment consortia

– Smarter Balanced Assessment Consortia (SBAC)– Partnership of Assessment of Readiness for College and

Careers (PARCC)

• Organizations are providing support– Bill McCallum’s Common Core Tools Page– Mathematics Assessment Project (high school only

cuurently)– Inside Mathematics

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Mathematics Performance Expectations

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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 https://sites.google.com/site/mathematicscapstonecourseunits/home

– Radford https://sites.google.com/site/resourcesformathcapstonecourse/home

• Testimonial from Northumberland

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Mathematics SOL Institutes

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Mathematics SOL Institutes 2009-2011

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Mathematics SOL Institutes 2009-2011

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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

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Process Standards

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VIRGINIA (Process Goals)

NCTM (Process Standards)

CCSS (Mathematical Practices)

Mathematical Problem Solving

Problem Solving 1) Make sense of problems and persevere in solving them.

Mathematical Communication

Communication 3) Construct viable and critique the reasoning of others

Mathematical Reasoning Reasoning and Proof 2) Reason abstractly and quantitatively

Mathematical Connections Connections 7) Look for and make use of structure8) Look for and express regularity in repeated reasoning

Mathematical Representations

Representations 4) 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 #292-11 announces the opening

of nominations (October 14, 2011)• http://www.paemst.org

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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)

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ESS Sample Lesson Plans – Coming Very Soon!

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VDOE Resources

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VDOE Resources - continued

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VDOE Instructional Resources• Technical Assistance Documents

– Algebra I.9 (z-scores, standard deviation, mean absolute deviation)

– Algebra II.11 (normal distributions)• Mathematics Institutes Resources

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Instructional Support Videos – Coming Soon

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Changes in the Standards of Learning and the Impact

on Instruction and Assessment

Standard Setting and Cut Scores• EOC Assessments – November 2011• 3-8 Assessments – February 2012• Committees are currently being selected• Recommendations of cut scores will be made

to the Board of Education early next year

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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

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New SOL Blueprints

Formula Sheets• Formula sheets that correspond to the 2009

Standards for grades 6-8 and EOC are currently available on the VDOE2011-2012 Ancillary Test Materials webpage

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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

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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)

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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

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

Practice SOL Items prior to testing.• 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

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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.

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Assessments – Then and Now

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Assessments – Then and Now

34 Grade 3

OLD

NEW

Assessments – Then and Now

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OLD

Grade 3

NEW

Assessments – Then and Now

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OLD

Grade 4

NEW

Assessments – Then and Now

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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

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OLD

Algebra 1

NEW

Assessments – Then and Now

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Geometry

Assessments – Then and Now

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Geometry

OLD

NEW

Assessments – Then and Now

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New Content - Geometry

Assessments – Then and Now

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New Content - Algebra II

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

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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

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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

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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

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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

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3 x

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

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Factoring – Algebra I or II?• Rational Roots

• Irrational Roots

• 2-variable

• Imaginary 52

1522 xx

1532 xx

22 yx 22 164 yx 22 432 yxyx

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

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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

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Questions, Thoughts?

michael.bolling@doe.virginia.govdeborah.wickham@doe.virginia.gov

student__assessment@doe.virginia.gov