SOL Changes and Preparation

A parent presentation

The Focus on the New Tests is

Rigor

Rigor is not…

• Something extra you have to do on top of everything else

• More– More pages ≠ rigor– More of the same type of problem ≠ rigor– More homework ≠ rigor

Rigor in the Classroom

• Focus on what students are asked to do• Three main pieces– Course content– Instruction– Assessment

Secondary English

SOL Changes: An Overview

The important things to remember for English are:

• Thinking• Analyzing• Non-fiction

» Let’s look at the new question types that make students think and analyze

Reading

2009-2010 Test

Reading2012-2013 SOL Test

Reading

2009-2010 SOL Test

Reading2012-2013 SOL Test

Reading

2009-2010 SOL Test

Reading2012-2013 SOL Test

Writing

2009-2010 SOL Test

Writing2012-2013 SOL Test

Writing

2009-2010 SOL Test

Writing2012-2013 SOL Test

Writing

2009-2010 SOL Test

Writing2012-2013 SOL Test

Nonfiction is another big part of the new SOLs. Here’s what you can do:

Have students:• Read recipes to you while cooking• Read instruction manuals when you are

putting things together• Read the newspaper (print or online)• Help fill out applications

Changes to Science SOLs

Investigate & Understand• Many of the standards in the Science Standards of

Learning begin with the phrase “Students will investigate and understand.”

• This phrase was chosen to communicate the range of rigorous science skills and knowledge levels embedded in each standard.

Investigate & Understand“Investigate” refers to scientific methodology and implies systematic use of the following inquiry skills:

• observing;• classifying and sequencing;• communicating;• measuring;• predicting;• hypothesizing;• inferring;• defining, controlling, and manipulating variables in

experimentation;• designing, constructing, and interpreting models; and• interpreting, analyzing, and evaluating data.

Investigate & Understand“Understand” refers to various levels of knowledge application. In the Science Standards of Learning, these knowledge levels include the ability to:

• recall or recognize important information, key definitions, terminology, and facts;

• explain the information in one’s own words, comprehend how the information is related to other key facts, and suggest additional interpretations of its meaning or importance;

• apply the facts and principles to new problems or situations, recognizing what information is required for a particular situation, using the information to explain new phenomena, and determining when there are exceptions;

Investigate & Understand“Understand” refers to various levels of knowledge application. In the Science Standards of Learning, these knowledge levels include the ability to:

• analyze the underlying details of important facts and principles, recognizing the key relations and patterns that are not always readily visible;

• arrange and combine important facts, principles, and other information to produce a new idea, plan, procedure, or product; and

• make judgments about information in terms of its accuracy, precision, consistency, or effectiveness.

Changes to the SOL tests

• 15% of the test will be non-multiple choice questions– They will be Technology Enhanced Items

• The remaining multiple choice questions will be more rigorous

Technology Enhanced Items• Fill in the blank (word or number)

• Drag and Drop (sort or order)

• Hot spots (select)

• Graphs

Grade 8 – Then

Assessments – Then and Now

Assessments – Then and NowGrade 8– Now

Grade 8 – Then

Assessments – Then and Now

Assessments – Then and NowGrade 8– Now

Assessments – Then and NowGrade 8– Now

Assessments – Then and NowGrade 8– Now

Earth Science – Then

Assessments – Then and Now

Assessments – Then and NowEarth Science – Now

Assessments – Then and NowEarth Science – Now

How have teachers responded to these changes?

Science Instruction – Then• “Cookbook” labs• Teacher-led instruction• Multiple choice

assessments• Teach facts

Science Instruction – Now• Inquiry-based labs• Student-led instruction• Open ended

assessments• Teach process• Teach students to think

rather than memorize

What you can do support your student

• Take an interest• Encourage perseverance• Help them with their problem solving skills• If they are confused, you may not be able to

answer their questions, but you can help them formulate questions to ask the teacher

Changes to Math SOLs

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

• “Revised” versus “new”• New content - Repetition has been decreased• Increased rigor (higher-level) questions• Technology enhanced items (TEI) – approximately

15% of the items– Technology-enhanced items allow students to apply

what they have learned and use critical-thinking skills in ways not possible with traditional multiple-choice questions. The items mirror common classroom tasks and assignments.

2009 Mathematics Standards of Learning

Process Goals for Students

Students will• become mathematical problem solvers that• communicate mathematically; • reason mathematically;• make mathematical connections; and• use mathematical representations to model and

interpret practical situations

“The content of the mathematics standards is intended to support the five goals for students”

- 2009 Mathematics Standards of Learning

Area and Perimeter

4

3

A= l x w P = 2(l + w)

Conceptual Procedural

Conceptual vs. Procedural

Conceptual vs. Procedural

Procedural:

1. Divide the numerator by the denominator.

2. Write the quotient as the whole number. Write the remainder as the numerator. Use the same denominator.

7 6 = 1 R1 … 1 1/6

Change 7/6 to a mixed number.Conceptual:

It takes 6 sixths to make a whole, so it’s 1 whole with 1 sixth left

over… 1 1/6

Fractions

Sample TEI – Fill in the Blank

Sample TEI – Drag and Drop

Sample TEI – Hot Spot

Sample TEI – Create Graphs

What are teachers doing to address new levels of rigor?

Then: • Direct instruction• Tell students how to do it,

now do it• Practice with the skill

Now:• Let students experience

“intellectual struggle”• Expect of a variety of strategies

and explanation of thinking• Ask higher level questions in

class and practice APPLYING the skill

Examples of tasks/problems used in classes now…

• Problem:

• Grading Tool:

What Parents & Students Should Know About the New Virginia Mathematics Standards of Learning

• FAQ on new mathematics standards and tests suitable for linking on school and division websites, for sharing via social media, or for printing and distributing to parents, the public, etc.

• VDOE website: What Parents & Students Should Know About the New Virginia Mathematics Standards of Learning

http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/parents_students_should_know.shtml