VDOE Mathematics Updates

VASSP ConferenceJune 26, 2018

Tina Mazzacane, Mathematics CoordinatorTina.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

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Revisions to Virginia Standards of Accreditation (SOAs) & Mathematics

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The Five C’s and Mathematics

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Mathematics Process Goals for Students

Mathematical UnderstandingProblem Solving

Connections

Communication

Representations

Reasoning

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

- 2009 and 2016 Mathematics Standards of Learning

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)

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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

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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

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Mathematics Assessment Each Year

Grades 3 - 8

Mathematics Assessment

Once

Grades 9 -12

Grade

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Grade

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Grade

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Grade

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Grade

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Grade

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Grade

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Grade

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Grade

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Grade

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Graduation Requirements

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Graduation Requirements

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Revised 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 201812

Locally Awarded Verified CreditSuperintendent’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

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Virginia Standards of Accreditation and School Accountability

Revised SOAs and Accreditation RatingsUnder 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.

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School-Quality Indicators - Elementary/MiddleElementary 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

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School-Quality Indicators – High SchoolHigh 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)17

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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

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Mathematics 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.

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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

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2016 Mathematics SOL Implementation

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Change 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.

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Change 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.

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2016 Mathematics Standards of Learning -Instructional ResourcesCurrently 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

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2016 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.

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2016 Mathematics SOL Test Blueprints: Grades 6-8*

*For assessments based on 2016 Mathematics SOL only

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2016 Mathematics SOL Test Blueprints: End-of-Course*

*For assessments based on 2016 Mathematics SOL only

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DESMOS Online Calculators and Mathematics SOL Assessments

Desmos 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 144-1831

Desmos 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 144-1832

Desmos Online Scientific Calculator

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Desmos Online Graphing Calculator

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Desmos 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

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Other Updates

2017 Advanced Placement - Mathematics

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Praxis Test for Algebra I (add-on) Endorsement

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• 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

2018 Fall Mathematics SOL Institutes

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• 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

Algebra Readiness

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• 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 theVirginia Algebra Readiness Initiative 2017-2018 School

Year Annual Report by August 1, 2018

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Supporting Equitable Mathematics Teaching In Virginia

Access 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

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NCTM 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.

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Establish mathematics goals to

focus learning.

Implement tasks that promote reasoning

and problem solving.

Build procedural fluency from conceptual understanding.

Facilitate meaningful mathematical discourse.

Use and connect mathematical

representations.

Pose purposeful questions.

Elicit and use evidence of student

thinking.

Support productive struggle in learning

mathematics.

Mathematics Teaching Framework

Huinker, D., & Bill, V. (2017). Taking action: Implementing effective mathematics teaching practices in K-grade 5.

Reston, VA: National Council of Teachers of Mathematics.

Equity in Mathematics Education

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What are the beliefs of the staff at your school regarding equity and access in mathematics education?

Access and Equity Activity

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Equity 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 201347

Positive 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

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Adapted from Catalyzing Change in High School Mathematics – Initiating

Critical Conversations. Reston, VA: NCTM, 2018.

Mathematical 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

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Adapted from Catalyzing Change in High School Mathematics – Initiating

Critical Conversations. Reston, VA: NCTM, 2018.

Access 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.

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NCTM – Principles to Actions, Ensuring Mathematical Success for All, 2014

Initiating Critical Conversations

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Four Key Recommendations:1. Each and every student should learn

Essential Concepts2. 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

De-Tracking Students (and Teachers)

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• 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

High 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?

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NCTM – Principles to Actions, Ensuring Mathematical Success for All, 2014

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• 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

Making Equity in Mathematics Education a Reality

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• 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.

Making Equity in Mathematics Education a Reality

Access 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?

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Please contact me!

Tina.Mazzacane@doe.Virginia.govmathematics@doe.virginia.gov

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