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**VDOE Mathematics Update VCMS Fall Meeting October 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**

“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

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**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

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Data Analysis Tool

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Accountability

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**State Accreditation Elementary Middle High**

70% pass rate in Science, History, and Mathematics 75% pass rate in English Middle 70% pass rate in all four core areas High Graduation and Completion Index (GCI) > 85

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**Accountability & Virginia’s Public Schools**

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 Schools**

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

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**Supplemental Educational Services Other School Improvement Sanctions**

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 Supplemental Educational Services The waiver also offers flexibility from specific Public School Choice, Supplemental Educational Services as well as other School Improvement sanctions. Such as Flexibility to operate a schoolwide program in a Title I school that does not meet the 40 percent poverty threshold if the SEA has identified the school as a priority school or a focus school. Other School Improvement Sanctions

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**Flexibility Principles**

College- and career-ready standards and assessments Differentiated supports and interventions for underperforming schools Teacher and principal evaluation systems Virginia’s ESEA flexibility application highlighted Virginia’s current reform efforts which include College- and Career-Ready Expectations, Differentiated Accountability Systems, and Teacher and Principal Evaluation and Support Systems. The application revises the states accountability system through revised AMOs, eliminating punitive labels under the old regulations, and established a new Proficiency Gap Group which will be displayed on the States report card.

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

The first Principle identified in the waiver is Adopt college- and career-ready (CCR) standards and assessments for reading/language arts and mathematics

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**Standards and Assessments Aligned With College-Ready Standards**

New Reading and Mathematics Standards of Learning adopted and assessments implemented College- and Career-Ready Standards of Learning developed through a process involving its institutions of higher education and other stakeholders Agreement with State Council of Higher Education and Virginia Community College System Virginia has implemented standards and assessments in mathematics in 2011–2012 and in English in 2012–2013. The Performance Expectations were developed through a process that involved faculty from Virginia's two- and four-year colleges and universities, members of the business community, and high school educators. In February 2011, the Virginia Department of Education, the State Council of Higher Education, and the Virginia Community College System approved an agreement to endorse the specific English and mathematics achievement and performance levels outlined in the Performance Expectations high school graduates must meet to be successful in freshman-level college courses or career training. Virginia has adopted college- and career-ready Standards of Learning developed through a process involving its institutions of higher education and other stakeholders.

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**Principle 3: Teacher and Principal Evaluation Systems**

Virginia has in place a redesigned statewide teacher and principal evaluation system that uses multiple measures to determine educator effectiveness and to target professional development to support teachers and school leaders.

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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 Districts must use the educator evaluation system guidelines when developing their local evaluation 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 As part of the negotiations with USED. Virginia is now required to make 40% of the evaluation based on student academic progress and Virginia is required to monitor divisions implementation of the evaluation system. Districts will have to certify that their teacher and principal evaluation systems include student academic progress for at least 40 percent of the total evaluation. The evaluation can use multiple measures of student academic progress and be must used to in making decisions about teacher and principal performance evaluation.

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**Principle 2: Differentiated Supports and Interventions for Underperforming Schools**

The second Principle is to provide differentiated support through the State-Developed Differentiated Recognition, Accountability, and Support. It should be noted that USED had praised Virginia on the provisions outlined in Principal 1 and 3. Most of the time spent was negotiating with USED on elements within principal 2.

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**System of Differentiated Recognition, Accountability, and Support**

School Year Implement revised federal accountability requirements Virginia’s accountability system was revised to include rigorous yet attainable Annual Measurable Objectives (AMOs)

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**Revised Annual Measurable Objectives (AMO)**

Schools – Divisions – State 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 Based on a study of performance trends in state assessment data, three groups of students were identified as traditionally underperforming as compared to peers and in need of targeted support.

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**Establishing AMOs Mathematics Reading**

AMOs established based on available data from… Mathematics Reading Revised assessments assessments Annual benchmarks in reading are based on achievement on the state assessments and benchmarks in mathematics are based on achievement on state assessments. Reading benchmarks will be reset next year based on the performance of students during on revised reading tests reflecting the increased rigor of the 2010 English Reading Standards of Learning Will be set based on data from revised assessments AMO were set and now will be revised by the Board of Education

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**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**

Baseline 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 All Students Proficiency Gap Group 1 56% Pass Rate Students with Disabilities Example: Math Virginia rank ordered schools by percent proficient on state assessments and: Determined the pass rate of the school at the 20th and the 90th percentile of tested population Calculated the point difference in the pass rates for All students Divided the point difference in half to calculate the gains in pass rates Divided that half by six to set increasing pass rates at equal intervals Lower-performing subgroups will make greater gains over the six-year period

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

Establishing AMOs AMO’s are designed to close the achievement gap within six years. The state has revised the methodology to ensure subgroups that are farther behind make greater academic gains over time and ambitiously close the achievement for each subgroup within six years. 23

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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 Schools will no longer receive annual “Adequate Yearly Progress” or AYP ratings. Under the approved waiver, the VDOE will recognize high-performing Title I schools as “reward” schools. Low-performing schools will be identified as “priority” and “focus” schools. All Title I schools must develop and implement improvement plans to adress student subgroups not meeting the annual objectives.

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**System of Support: Safeguards**

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)

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**Instruction and Assessment**

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**SOL Institutes – FOCUS Specific SOL changes (content)**

2009 Specific SOL changes (content) 2010 Vertical articulation of the SOL and areas of greatest challenge (content and pedagogy) 2011 Process goals (standards) in mathematics 2012 Using formative assessments (performance tasks) to inform instruction

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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.

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**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” 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 test EOC – by early November Grades 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.

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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 - Training**

General 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 - Training**

ARDT 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 - Reports**

Overall 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 - Reports**

Strand 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**

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 through : 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 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 through : 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 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?**

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

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. YES

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** 4th Algebra I, Geometry, AFDA, Algebra II**

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. YES

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** 3rd Algebra I, Geometry, AFDA**

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. YES

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** 3rd Algebra I, Geometry, Computer Mathematics**

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. YES - BUT

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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. 62

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**How about these sequences?**

Algebra I, Geometry, AFDA, Mathematics Capstone Algebra I, Geometry, Computer Mathematics, Mathematics Capstone Algebra I, Geometry, Algebra II, Mathematics Capstone Standard Diploma Standard Diploma Advanced Diploma

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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**

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**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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