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VDOE Mathematics Update VCMS Fall Meeting October 19, 2012 Michael Bolling, Acting Director, Office of Mathematics and Governors Schools Deborah Wickham, Ph.D., Mathematics Specialist, K-5 Christa Southall, Mathematics Specialist

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A New Trend Line in Student Achievement 3 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 4 …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 5

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Accountability 6

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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

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Accountability & Virginias Public Schools State Accreditation –Definitions (fully, provisionally, with warning, denied) –Benchmarks –Adjustments (Retesting, LEP, Transfers) –Graduation and Completion Index (GCI) information 8

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Accountability & Virginias Public Schools Elementary and Secondary Education Act Annual Measurable Objectives Priority, Focus, and Reward Schools Subgroup sizes Retakes Supplemental Educational Services 9

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ESEA Flexibility: Overview of Virginias Plan Flexibility Offered from… Improvement status and sanctions for schools that fail to meet federal performance targets Public School Choice Supplemental Educational Services Other School Improvement Sanctions 10

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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 11

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Principle 1: College- and Career-Ready Standards and Assessments 12

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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 13

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Principle 3: Teacher and Principal Evaluation Systems 14

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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 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 15

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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 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 16

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Principle 2: Differentiated Supports and Interventions for Underperforming Schools 17

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System of Differentiated Recognition, Accountability, and Support School Year School Year Implement revised federal accountability requirements 18

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Revised Annual Measurable Objectives (AMO) Three Proficiency Gap GroupsIndividual 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 19

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AMOs established based on available data from… Mathematics Reading AMOs established based on available data from… Mathematics Reading Establishing AMOs Revised assessments Revised assessments assessments assessments Will be set based on data from revised assessments 20 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 Virginias 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 USED approved the methodology in Virginias 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 21

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Proposed Methodology for Establishing AMOs 61% Pass Rate73% 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 Rate73% Pass Rate 56% Pass Rate73% Pass Rate Example: Math 22

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Establishing AMOs 23 AMOs are designed to close the achievement gap 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 24

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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 25

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Instruction and Assessment 26

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SOL Institutes – FOCUS 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 27

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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 28

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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. 30

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The content of the mathematics standards is intended to support the five goals for students Mathematics Standards of Learning 31

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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 32

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Virginias Process Goals for Students Mathematical Problem Solving Mathematical Communication Mathematical Reasoning Mathematical Connections Mathematical Representations 33

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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. 34

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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 Virginias mathematical process goals for students, included in the 2009 Mathematics Standards of Learning. 35

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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 36

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Common Assessment Questions Tool and functionality fixes? Partial credit problems? Released tests? Software to mimic technology-enhanced items? 37

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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 38

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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 39

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Discussion Reflect on yesterdays 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. 40

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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/6bf3g5103bhttp://vovici.com/wsb.dll/s/6bf3g5103b 41

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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. 42

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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. 43

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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. 44

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Algebra Readiness Diagnostic Test The operational ARDT is scheduled to be made available by February The operational ARDT will be a computer- adaptive test (CAT) for both the full assessment (approximately 35 items) and for strand tests (10 items). 45

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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). 46

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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 47

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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 48

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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 49

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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 50

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Algebra Readiness Diagnostic Test Roles –ARDT Teacher Set up/manage testing sessions View test results/reports 51

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Quantile Measures A Quantile measure will appear on all future student SOL reports. The Quantile measure identifies a students 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. 52

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Graduation Requirements and Approved Courses 53

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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 onlyOld approved courses –New approved courses pertain to all other high school studentsNew approved courses 54

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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. 55

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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. 56

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57 The Graduation Game For which diploma will this course sequence work?

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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, Algebra II, Math Analysis 4 th YES 58

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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 4 th YES 59

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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 3 rd YES 60

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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 3 rd YES - BUT 61

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62 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 63 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) 64

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Mathematics Instructional Resources 65

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Professional Development Resources 66

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Professional Development Resources 67

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68 Mathematics Instructional Resources

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69 Mathematics Instructional Resources

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70 Mathematics Instructional Resources

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ESS Sample Lesson Plans 71

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ESS Sample Lesson Plans 72

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Instructional Videos 73

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Practice SOL Items 74

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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 75

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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 76

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Algebraic Properties 77

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Mathematics Vocabulary Word Wall Cards 78

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