VDOE Mathematics Updates - VASSP Conference June 26, 2018 Tina Mazzacane, Mathematics Coordinator
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VDOE Mathematics Updates VASSP Conference June 26, 2018 Tina Mazzacane, Mathematics Coordinator Tina.Mazzacane@doe.Virginia.gov
Agenda
• Mathematics and Revised SOAs
• Mathematics SOL Assessment Updates
• Supporting Equitable Mathematics Teaching
• Advanced Placement Mathematics Results
• Computer Science Standards
• Other Updates
2
Revisions to Virginia Standards of
Accreditation (SOAs) & Mathematics
3
4
The Five C’s and Mathematics
5
Mathematics Process Goals for Students
“The content of the mathematics standards is intended
to support the five process goals for students”
- 2009 and 2016 Mathematics Standards of Learning
Communication
Connections Representations
Mathematical
Problem Solving Understanding Reasoning
6
BOE - Revised Standards of Accreditation
• 2017 Standards of Accreditation Communication
Resources
o 2017 SOA: Impact on Schools & Impact on Students*
o 2017 SOA: School Accreditation
o Class of 2022 Graduation Requirements
o 2017 SOA: Frequently Asked Questions
• Every Student Succeeds Act (ESSA)
o Revised State Template for the Consolidated State
Plan (Revisions Submitted February 5, 2018)
7
Every Student Succeeds Act (ESSA)
• Signed into Law in December 2015
• Shifts greater authority for academic standards,
accountability, and education policy back to state
and local levels
• Virginia’s ESSA Plan
• Final Plan Submitted April 24, 2018
• ESSA Provisions Take Effect in Fall 2018
8
ESSA and State Mathematics Assessments
• Mathematics assessments must be
administered in each grade from 3-8
• One mathematics assessment must be
administered in grades 9-12
Mathematics Assessment
Mathematics Assessment Each Year
Once
Grades 3 - 8
Grades 9 -12
Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade
3 4 5 6 7 8 9 10 11 12
9
Graduation Requirements
10Graduation Requirements
11Revised SOA - Earning Verified Credits
• Students may earn verified units of credit in any
courses for which end-of-course SOL tests are
available.
• Students shall not be required to take an end-of-
course SOL test in an academic subject after they
have earned the number of verified credits
required for that academic content area for
graduation, unless such test is necessary in order
for the school to meet federal accountability
requirements.
• Effective Fall 2018
12Locally Awarded Verified Credit
Superintendent’s Memo #130-18
• Students that entered the ninth grade prior to the 2018-
2019 school year may now be awarded a total of three
locally-awarded verified credits in English, mathematics,
science and history/social science (effective May 9, 2018)
• Students who enter the ninth grade for the first time in
the 2018-2019 school year or thereafter will be able to
earn no more than one locally-awarded verified credit in
English, mathematics, laboratory science, or history and
social science
• Revised Guidance Governing the Use of Locally-Awarded
Verified Credits is now available
13Virginia Standards of Accreditation
and School Accountability
14Revised SOAs and Accreditation Ratings
Under the new system, schools earn one of the following three
accreditation ratings:
Accredited – Schools with all school-quality indicators at either
Level One or Level Two
Accredited with Conditions – Schools with one or more school-
quality indicators at Level Three
Accreditation Denied – Schools that fail to adopt or fully
implement required corrective actions to address Level Three
school-quality indicators. A school rated as Accreditation Denied
may regain state accreditation by demonstrating to the Board of
Education that it is fully implementing all required corrective action
plans.
15School-Quality Indicators - Elementary/Middle
Elementary and middle schools are evaluated on the following
indicators:
• Overall proficiency and growth in English reading/writing
achievement (including progress of English learners toward
English-language proficiency)
• Overall proficiency and growth in mathematics
• Overall proficiency in science
• English achievement gaps among student groups
• Mathematics achievement gaps among student groups
• Absenteeism
16School-Quality Indicators – High School
High schools are evaluated on the following school-quality
indicators:
• Overall proficiency and growth in English reading/writing and
progress of English learners toward English-language proficiency
• Overall proficiency in mathematics
• Overall proficiency in science
• English achievement gaps among student groups
• Mathematics achievement gaps among student groups
• Graduation and completion
• Dropout rate
• Absenteeism
• College, career, and civic readiness (effective 2021-2022)
1718
A non-passing student is considered to have demonstrated sufficient
growth to be included in the combined rate if the student improved
by at least one performance level
19Mathematics Indicators
• The combined rate for math
for elementary and middle
schools includes students
who passed SOL tests in math
and students who didn’t pass
but showed growth.
• Math indicators for high
schools are based on the
percentage of students
passing SOL tests in Algebra I,
Geometry and Algebra II.
2021
Achievement Gaps in Mathematics
Ratings on mathematics school quality indicators are calculated for
the following student groups: Asian, black, economically
disadvantaged, English learners, Hispanic, students with
disabilities, and white. Schools are rated as follows based on the
performance of these student groups:
LEVEL ONE – No more than one student group at Level Two
LEVEL TWO – Two or more student groups at Level Two and no
more than one at Level Three
LEVEL THREE – Two or more student groups at Level Three
222016 Mathematics SOL
Implementation
23Change in the Implementation Timeline for EOC Tests
Assessing the 2016 Mathematics Standards of Learning –
Superintendent’s Memo #043-18
2018-2019 School Year – Fall Assessments
• 2009 Mathematics Standards of Learning and 2016
Mathematics Standards of Learning are included in the
written and taught curricula in classrooms administering
Fall 2018 Mathematics Standards of Learning assessments.
• Fall 2018 Standards of Learning assessments, including
End-of-Course (Algebra I, Geometry, and Algebra II) will
measure the 2009 Mathematics Standards of Learning and
include field test items measuring the 2016 Mathematics
Standards of Learning.
24Change in the Implementation Timeline for EOC Tests
Assessing the 2016 Mathematics Standards of Learning –
Superintendent’s Memo #043-18
2018-2019 School Year - Spring Assessments
• 2016 Mathematics Standards of Learning are included in
the written and taught curricula in classrooms
administering Spring 2019 Mathematics Standards of
Learning assessments.
• Spring 2019 (Grades 3-8 and End-of-Course) Standards of
Learning assessments measure the 2016 Mathematics
Standards of Learning.
252016 Mathematics Standards of Learning -
Instructional Resources
Currently Available
• 2016 Mathematics Standards of Learning
• 2016 Mathematics Standards Curriculum Frameworks
• 2009 to 2016 Crosswalk (summary of revisions) documents
• Narrated Crosswalk Presentations
• Test Blueprints for SOL Assessments based on 2016 Standards
• 2017 SOL Mathematics Institutes PD Resources – includes
progressions for select 2016 content
• Sample K-3 Mathematics Achievement Records
• Vocabulary Word Wall Cards – 2016 SOL
Resources – Tentatively Scheduled to be Available Summer 2018
• Mathematics Instructional Plans (formerly Enhanced Scope and
Sequence) correlated to 2016 SOL
• Mathematics Instructional Videos 262016 Mathematics SOL Test Blueprints
• New test blueprints have been developed
in preparation for implementation of new
assessments measuring the 2016
Mathematics SOL, as announced in
Superintendent’s Memo #284-17.
• These test blueprints were updated, as
announced in Superintendent’s Memo
#043-18.
272016 Mathematics SOL Test Blueprints:
Grades 6-8*
*For assessments based on 2016 Mathematics SOL only
282016 Mathematics SOL Test Blueprints:
End-of-Course*
*For assessments based on 2016 Mathematics SOL only
29DESMOS Online Calculators and
Mathematics SOL Assessments
30Desmos Online Calculators
• Spring 2019 Mathematics SOL tests (assessing the 2016
Mathematics SOL) administered online will include
access to an online calculator from Desmos within
TestNav 8
• Grades 4-5*: Desmos Four-Function Calculator
• Grades 6-7* and Grade 8: Desmos Scientific Calculator
• EOC (Algebra I, Geometry, Algebra II): Desmos Graphing
Calculator
• Spring 2019 Mathematics SOL tests administered online
– students may use Desmos and one of the hand-held
calculators on the List of Approved Calculators
*For items assessed using a calculator
Superintendent’s Memo 144-18
31Desmos Online Calculators
• 2018-2019 School Year – Transition period for
school division staff and students to become
more familiar with Desmos
• 2019-2020 School Year – Students taking the
Mathematics SOL tests administered online
expected to use only the Desmos online
calculator
• Mathematics Practice Items in TestNav –
updated in fall 2018 to provide access to
Desmos online calculator
Superintendent’s Memo 144-18 32Desmos Online Scientific Calculator
33Desmos Online Graphing Calculator
34Desmos Teacher and Classroom Features Desmos Geometry Tool: https://desmos.com/geometry Desmos Tutorials and Learning Hub: https://learn.desmos.com/ Desmos Classroom Activities: https://teacher.desmos.com/ Student Classroom Hub: https://student.desmos.com/ 35
Other Updates
362017 Advanced Placement - Mathematics
37Praxis Test for Algebra I (add-on) Endorsement
• ETS Praxis Algebra I (5162) test - an option to add the
Mathematics – Algebra I (add-on) endorsement to a
teaching license
• Applies to individuals who hold an active (1) Collegiate
Professional or Postgraduate Professional License or
(2) Provisional License leading to a Collegiate
Professional or Postgraduate Professional License if
the testing requirement for the initial endorsement
has been met.
Superintendent’s Memo #068-17
382018 Fall Mathematics SOL Institutes
• 5 locations across the state
• October 4 – Wytheville
• October 5 – Roanoke
• October 15 – Fredericksburg
• October 16 – Virginia Beach
• October 17 - Richmond
• Up to 8 participants (2 per grade band) per division
• VDOE Overview Session
• Four Grade-Band Sessions: K-2; 3-5; 6-8; EOC
• Focus on 2016 SOL Implementation and High Leverage
Mathematical Practices (NCTM)
• Superintendent’s Memo Late Summer – Registration
39Algebra Readiness
• ARDT no longer available and will not be replaced
• ARI Lottery Funded anticipated to continue
• Algebra Readiness resources (mathematical remediation
plans and formative assessment items) being developed to
align to 2016 Mathematics Standards of Learning
• Mathematics content alignment tools being developed
• Training in the use of student SOL assessment data as
diagnostic tool – regional and online
REMINDER: Every school division will need to submit the
Virginia Algebra Readiness Initiative 2017-2018 School
Year Annual Report by August 1, 2018
40Supporting Equitable
Mathematics Teaching In Virginia
41Access and Equity in Mathematics Education
An excellent mathematics program requires that
all students have access to a high-quality
mathematics curriculum, effective teaching and
learning, high expectations, and the support and
resources needed to maximize their learning
potential.
NCTM – Principles to Actions, Ensuring
Mathematical Success for All, 2014
42NCTM Principles to Actions
Ensuring Mathematical Success for All
High Leverage Mathematics Teaching Practices
1. Establish mathematics goals to focus learning.
2. Implement tasks that promote reasoning and problem solving.
3. Use and connect mathematical representations.
4. Facilitate meaningful mathematical discourse.
5. Pose purposeful questions.
6. Build procedural fluency from conceptual understanding.
7. Support productive struggle in learning mathematics.
8. Elicit and use evidence of student thinking.
Adapted from Leinwand, S. et al. (2014) Principles to Actions – Ensuring Mathematical Success for All, National
Council of Teachers of Mathematics.
43Mathematics Teaching Framework
Establish
mathematics goals to
focus learning.
Implement tasks that Build procedural fluency
promote reasoning from conceptual
and problem solving. understanding.
Facilitate meaningful mathematical discourse.
Use and connect
Pose purposeful
mathematical
questions.
representations.
Elicit and use Support productive
evidence of student struggle in learning
thinking. mathematics.
Huinker, D., & Bill, V. (2017). Taking action: Implementing effective mathematics teaching practices in K-grade 5. 44
Reston, VA: National Council of Teachers of Mathematics.Equity in Mathematics Education
What are the beliefs of the staff at your school regarding
equity and access in mathematics education? 45Access and Equity Activity
46Equity in Mathematics Education
Equity in school mathematics outcomes is often
conflated with equality of inputs.
Providing all students the same curricular
materials, the same methods of teaching, the
same amount of instructional time, and the same
school-based supports for learning is different
from ensuring that all students, regardless of
background characteristics, have the same
likelihood of achieving meaningful outcomes.
- Gutiérrez 2013
47Positive Mathematical Identity
Empowering students to see themselves as capable
of participating in and being doers of mathematics
– developed in a classroom where students:
• Are active participants
• Engage in reasoning and sense making;
• Strive to make their thinking visible and intelligible
to others;
• Use multiple forms of discourse; and
• Critique their world through using mathematics
Adapted from Catalyzing Change in High School Mathematics – Initiating
Critical Conversations. Reston, VA: NCTM, 2018.
48Mathematical Agency
An expression of one’s mathematical identity –
expressed in the ways that students:
• engage in productive struggle;
• take risks to make their mathematical thinking
visible; and
• understand that learning results when they
successfully leverage an approach that works for
them
Adapted from Catalyzing Change in High School Mathematics – Initiating
Critical Conversations. Reston, VA: NCTM, 2018.
49Access and Equity in Mathematics Instruction
Access and equity in mathematics at the school
and classroom levels rest on beliefs and
practices that empower all students to
participate meaningfully in learning
mathematics and to achieve outcomes in
mathematics that are not predicted by or
correlated with student characteristics.
NCTM – Principles to Actions, Ensuring
Mathematical Success for All, 2014
50Initiating Critical Conversations
Four Key Recommendations:
1. Each and every student should learn
Essential Concepts
2. Discontinue the practice of tracking
students into qualitatively different or
dead-end courses and tracking teachers
3. Classroom instruction should be
consistent with research-informed and
equitable teaching practices
4. High schools should offer continuous
four-year mathematics pathways with all
students studying mathematics each
year with a common shared pathway of
Essential Concepts for part of the high
school experience 51De-Tracking Students (and Teachers)
• At what grade level are students first grouped for
instruction?
• What is the rationale for starting to group at that grade
level, and how many grouping levels are used?
• What influence does this grouping have on students' later
instructional placement and educational opportunities?
• What assessments are the basis for placement decisions?
• How accurate and valid are these placement
assessments?
• How are the effectiveness of placement decisions
assessed?
Burris and Garrity, Detracking for Excellence and Equity, 2008 52High School Scenario – Algebra 1 Seminar
• What productive beliefs about access and
equity are evident from this scenario?
• What other policies might be in place at this
school (or division) to promote these
structures?
NCTM – Principles to Actions, Ensuring
Mathematical Success for All, 2014
53Making Equity in Mathematics Education a Reality • Mathematics curriculum is challenging; • Meaningful mathematical tasks build on students’ prior knowledge and experiences; • Teachers are skilled and effective; • Staff and teachers understand the cultures and backgrounds of students; • Teachers monitor student progress and make needed accommodations; • Teachers collaborate with one another to implement the Mathematics Teaching Practices (including special education, gifted education, and ELL) • Teachers collaborate with families and community; • Staff and teachers encourage a growth mindset 54
Making Equity in Mathematics Education a Reality
• District and school policies must be reviewed to
ensure that systemic practices are not disadvantaging
particular groups or subgroups of students on the
basis of societal stereotypes
• Review of tracking, student placement,
opportunities for both remediation and
enrichment, and
• Review of student outcomes, including persistence
in the mathematics pipeline.
55Access and Equity in Mathematics Instruction
Reflection Questions:
• What strategies are in place in your classroom,
district, or state to ensure that all students have
access to equitable instruction?
• What is one condition or systemic structure at your
school or district that is currently a barrier to
creating a positive mathematical experience for
students?
56Please contact me!
Tina.Mazzacane@doe.Virginia.gov
mathematics@doe.virginia.gov
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