Transcript Assessing Higher-level Thinking Skills 5.8 c) The student

Virginia Department of
Education Update
Virginia Council for Mathematics Supervision
Fall 2010
Michael Bolling, Mathematics Coordinator
Dr. Deborah Wickham, Mathematics Specialist
Dedra Wright, Mathematics Specialist
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PERSPECTIVE
October 28, 2010
2
American Recovery and
Reinvestment Act of 2009 (ARRA)
Provides ~$100 billion to PK-20
education
 create jobs
 improve student achievement
 subject to additional and rigorous
reporting requirements
October 28, 2010
3
American Recovery and Reinvestment Act (ARRA)
“Stimulus Funds”
Formula Grants
One-Time Allocations
State Fiscal Stabilization
Fund (SFSF)
U.S. Sec. of
Education’s
Portion of SFSF
– Competitive
($5 billion)
 Title I, Part A
Governor’s
Portion of
SFSF –
Formula
($1.2 billion for
Va.)
 IDEA (school age and preschool)
 School Improvement
 Educational Technology Grant
 Homeless Grant
 Equipment Assistance for School
Nutrition Programs
Competitive
Grants
 Race to the
Top (st. &
LEAs – $4.35
B)
 Innovation
Grants (LEAs
- $650 M)
October 28, 2010
81.8%
18.2%
($983.9 million for VA)
($218.9 million for
VA)
 Distributed
between K-12 and
Higher Education
to cover state
budget shortfalls
 Used to
sustain gov’t.
services, incl.
education
 Based on state
funding formulas
4
State Fiscal Stabilization Funds
(SFSF) and the [Plan for]
Reauthorization of the Elementary
and Secondary Education Act
(ESEA)
Linked closely through
requirements and expectations
October 28, 2010
5
State Fiscal Stabilization
Funds (SFSF)
States MUST advance education
reform in specific areas:
• achieving equity in teacher
distribution;
• improving collection and use of
data;
• standards and assessments; and
• supporting struggling schools.
October 28, 2010
6
State Fiscal Stabilization
Funds (SFSF)
Virginia MUST:
• Indicate if school divisions’
systems to evaluate teachers and
principals includes student
achievement outcomes or student
growth data as an evaluation
criteria;
October 28, 2010
7
State Fiscal Stabilization
Funds (SFSF)
Virginia MUST:
• Provide for each school division in
the State whose teachers and
principals receive performance
ratings or levels through an
evaluation system, the number and
percentage of teachers and
principals rated at each
performance rating level;
October 28, 2010
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Performance Evaluation
Workgroup
• VDOE has formed a workgroup to
conduct a comprehensive study of
teacher evaluation as a tool to
improve student achievement.
• Workgroup will inform the creation
of revised guidance documents and
new evaluation models that can be
used by school divisions.
October 28, 2010
State Fiscal Stabilization
Funds (SFSF)
Virginia MUST:
• Develop a student growth
measure; and
• Provide data from the measure,
at a minimum, to teachers of
reading/language arts and
mathematics in tested grades.
October 28, 2010
10
Student Growth Percentile (SGP)
• SGP determines progress made relative to
other students with similar prior
achievement
• SGPs will be available for students who
participate in the following SOL (not
alternative) assessments:
 Mathematics, grades 4-8, EOC Algebra I;
 Reading , grades 4-8.
• VDOE is considering providing SGPs that
measure growth for students who take the
Algebra II assessment.
October 28, 2010
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Potential Uses of
Student Growth Measures
School improvement
Program evaluation
Communications with parents, teachers, staff
One component of comprehensive performance
evaluation
 Consistent with the Code of Virginia requirement to incorporate
measures of student academic progress in evaluations (§ 22.1295) – enacted in 2000.
Federal accountability (AYP-like Growth Models)
 To be explored after Virginia meets current federal requirements
for linking students to teachers and developing growth measure;
 Cannot be implemented without two years of data from new tests.
October 28, 2010
State Fiscal Stabilization Funds
(SFSF) and the Reauthorization of
the Elementary and Secondary
Education Act (ESEA)
Linked closely through
requirements and expectations
October 28, 2010
13
Common Core State Standards (CCSS)
www.corestandards.org
October 28, 2010
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Comparison of the CCSS for Mathematics
with the 2009 Mathematics SOL
• Both are rigorous sets of
expectations for student
learning
• Virginia’s SOL are aligned with
the CCSS for Mathematics
• Differences
• learning progressions
• philosophy
October 28, 2010
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Comparison of the CCSS for Mathematics
with the 2009 Mathematics SOL
Remember that quality is not just
about standards…it’s about
systems that support
standards…including Curriculum
Framework, assessment,
professional development, and
instructional practices
October 28, 2010
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College and Career Readiness
Initiative (CCRI) Website
• Defining college and career ready
performance expectations (CCRPE)
• Developing elective "capstone courses”
• Providing technical assistance and
professional development to educators
• Adding quantitative indicators of
achievement aligned with the CCRPE
• Identifying accountability measures and
incentives for CCRPE achievement
October 28, 2010
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ADP Benchmarks
Standards of Learning
College and Career
Readiness
Virginia’s College and Career Readiness
Performance Expectations
October 28, 2010
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College and Career Readiness
Performance Expectations
• Have been drafted
• Have been reviewed by VCCS
and SCHEV faculty via survey
• Are anticipated to be finalized in
2010
October 28, 2010
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CCRI Capstone Course for
Mathematics
• Integrate college and career-ready
performance expectations into an
applied setting of mathematical
investigation
• Require high-interest, high-level
problem solving, decision making,
analysis, and critical thinking, and
evaluation in content and applied
contexts
October 28, 2010
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CCRI Capstone Course for
Mathematics
• Designed for 12th grade
students
• Pilot year 2011-12
• Superintendent’s email from
10/12/10
October 28, 2010
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Superintendent’s Email
Similar 12th Grade Capstone- Courses
…the Department is interested in knowing if any school divisions have locallydeveloped courses designed primarily for 12th-grade students who have (a)
successfully completed English 11 and/or required mathematics SOL courses,
(b) passed the SOL assessments, (c) intend to enroll in technical training or
four-year or community college, but (d) whose overall performance suggests
they may need additional preparation to succeed in the postsecondary
education and/or work environment. This course would not be remedial in
nature, but one where students reinforce and extend what they have learned in
previous and current English and/or mathematics courses and engage in
assignments and tasks that enhance reading, writing, and communication
skills; and/or mathematics skills, in a context of research and application. In
fact, the course could be constructed such that it would be of benefit to all high
school seniors.
Contact [email protected]
October 28, 2010
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Annual Measurable Objectives for
Making Adequate Yearly Progress
Proposed
(goes to the BOE on October 28)
October 28, 2010
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2010 VDOE Mathematics
Institutes
• Harrisonburg – October 21
• Williamsburg – November 3
• Abingdon – November 10
October 28, 2010
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VDOE Mathematics Institutes
• support in the implementation of the 2009
Mathematics SOL;
• training in the vertical progression of
content and pedagogy;
• instructional guidance in content areas of
greatest challenge; and
• electronically archived training materials
for districts and teachers for use as a
professional development tool.
October 28, 2010
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2010 Mathematics Institutes
Grade bands
• K-2 Number and Number Sense
• 3-5 Patterns, Functions, and Algebra
• 6-8 Patterns, Functions, and Algebra
• 9-12 Functions and Statistics
October 28, 2010
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Vertical Articulation
Documents
October 28, 2010
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VDOE Resources
• Technical Assistance
Documents for A.9 and AII.11
• Mathematics Institutes
Available through the Tidewater Team at
William and Mary Website
October 28, 2010
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Textbook Adoption
• Textbook review consensus
committees met in July 2010
• Correlations were provided to
publishers for rebuttal
• Anticipated to be brought to the
Board of Education in January
2011
October 28, 2010
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Enhanced Scope and
Sequence
• Revised and redeveloped
• New layout
• Provides differentiation
strategies for all types of
learners
• Anticipated by Summer 2011
October 28, 2010
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Presidential Awards for Excellence in
Mathematics and Science Teaching
 2011 awards will honor math and
science teachers working in grades
7-12
 Nominations due April 1, 2011
 Applications due May 2, 2011
 www.paemst.org
Supt.’s Memo #254-10 Presidential Awards for Excellence in
Mathematics & Science Teaching (PAEMST) Program
October 28, 2010
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New SOL Assessments
•
•
•
•
“Revised” versus “new”
Increased rigor
Technology enhanced items
Higher-level questions
October 28, 2010
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Assessing Higher-level
Thinking Skills
3.4 The student will estimate solutions to and solve
single-step and multistep problems involving the sum
or difference of two whole numbers…
Pages Read by
Deon
Monday
12
Tuesday
16
Wednesday
15
October 28, 2010
How many more pages
were read on Monday
and Tuesday combined
than on Wednesday?
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Assessing Higher-level
Thinking Skills
3.6 The student will represent multiplication and
division, using area, set, and number line models…
October 28, 2010
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Assessing Higher-level
Thinking Skills
3.7 The student will add and subtract proper fractions
having denominators of 12 or less.
October 28, 2010
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Assessing Higher-level
Thinking Skills
3.9 The student will estimate…area and perimeter.
October 28, 2010
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Assessing Higher-level
Thinking Skills
4.3 d) The student will, given a model, write the decimal
and fraction equivalents.
0.2
or
4.2 equivalent
fractions
October 28, 2010
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Assessing Higher-level
Thinking Skills
4.4 d) The student will solve single-step and multistep
addition, subtraction, and multiplication problems with
whole numbers.
Zach had 64 ounces of soda. He poured 8
ounces into each of 5 glasses. How much
soda was left over?
October 28, 2010
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Assessing Higher-level
Thinking Skills
4.9 The student will determine elapsed time in hours
and minutes within a 12-hour period.
START 2:30 pm
START 2:55 pm
STOP 4:55 pm
STOP 4:30 pm
Watch your numbers!
(avoid consistent use of easy
subtraction of smaller from
bigger)
October 28, 2010
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Assessing Higher-level
Thinking Skills
4.13 b) The student will represent probability as a
number between 0 and 1, inclusive.
Jennifer has 12 marbles.
1 Blue
3 Red
8 Green
October 28, 2010
Where on the number
line would you place an
arrow to show the
probability of choosing a
green marble?
40
Assessing Higher-level
Thinking Skills
5.4 The student will create and solve single-step and
multistep practical problems involving addition,
5.5multiplication,
b)
subtraction,
and division with and without
Michael
jogged
3.4 miles each day for 3
remainders
of whole
numbers.
days.
5.5 The student
willJennifer jogged 4.2 miles each day
thedifference,
same 3 days.
What
the difference
a) find thefor
sum,
product,
andis
quotient
of two
numbers between
expressedthe
as decimals
through
number of
milesthousandths
Jennifer
(divisors jogged
with onlyand
onethe
nonzero
digit);
number
of and
miles Michael
b) create jogged
and solve
and multistep practical
onsingle-step
these 3 days?
problems involving decimals.
5.6 The student will solve single-step and multistep practical
problems involving addition and subtraction with
fractions and mixed numbers and express answers in
simplest form.
October 28, 2010
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Assessing Higher-level
Thinking Skills
Order of Operations
5.7
40  16  2  (1  3)
6.8
40  2  2 (1  3)
7.13b
October 28, 2010
3
evaluate
x  x 3
3
for x
= -2
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Assessing Higher-level
Thinking Skills
5.8 c) The student will model one-step linear equations
in one variable, using addition and subtraction.
x 3  5
October 28, 2010
=x
=1
Assessing Higher-level
Thinking Skills
6.4 The student will demonstrate multiple
representations of multiplication and division of
fractions
October 28, 2010
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Assessing Higher-level
Thinking Skills
6.20 The student will graph inequalities on a number
line.
x4
4
x4
4
October 28, 2010
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Assessing Higher-level
Thinking Skills
7.3 a) The student will model addition, subtraction,
multiplication, and division of integers.
= -1
=1
What operation does this model?
October 28, 2010
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Assessing Higher-level
Thinking Skills
7.3 a) The student will model addition, subtraction,
multiplication, and division of integers.
= -1
=1
What operation does this model?
October 28, 2010
47
Assessing Higher-level
Thinking Skills
7.3 a) The student will model addition, subtraction,
multiplication, and division of integers.
What operation does this model?
October 28, 2010
48
Assessing Higher-level
Thinking Skills
7.3 a) The student will model addition, subtraction,
multiplication, and division of integers.
What operation does this model?
October 28, 2010
49
Assessing Higher-level
Thinking Skills
7.5 c) The student will describe how changing one
measured attribute of a rectangular prism affects its
volume and surface area.
Describe how the volume of
the rectangular prism shown
(height = 8 in.) would be
affected if the height was
increased by a scale factor of
½ or 2.
8 in.
3 in.
5 in.
October 28, 2010
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Assessing Higher-level
Thinking Skills
8.5 b) The student will find the two consecutive whole
numbers between which a square root lies.
Between which two
whole numbers does
lie?
October 28, 2010
Between which two
square roots does 5
lie?
51
Assessing Higher-level
Thinking Skills
8.11The student will solve practical area and perimeter
problems involving composite plane figures.
October 28, 2010
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Assessing Higher-level
Thinking Skills
A.10 The student will compare and contrast multiple
univariate data sets, using box-and-whisker plots.
Which class had the
most students scoring
higher than 83?
October 28, 2010
Class A has 36 students and Class B
has 20 students. Which class has
more students scoring above 83?
53
Assessing Higher-level
Thinking Skills
G.11 b) The student will use angles, arcs, chords, tangents, and
secants to a) investigate, verify, and apply properties of circles; b)
solve real-world problems involving properties of circles; and c)
find arc lengths and areas of sectors in circles.
78°
P
The longest side of the rectangle below the semicircular window with center P is 30 inches in
length. Kevin wants to put a wooden border
around the yellow region. What is the length of
this border, in inches?
What is the area of the yellow region? Blue
regions?
October 28, 2010
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Assessing Higher-level
Thinking Skills
G.13 The student will use formulas for surface area and volume of
three-dimensional objects to solve real-world problems.
October 28, 2010
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