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Virginia Department of Education Update

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Virginia Department of Education Update Virginia Council for Mathematics Supervision Fall 2010 Michael Bolling, Mathematics Coordinator Dr. Deborah Wickham ... – PowerPoint PPT presentation

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Title: Virginia Department of Education Update


1
  • 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
2
Perspective
3
American Recovery and Reinvestment Act of 2009
(ARRA)
  • Provides 100 billion to PK-20education
  • create jobs
  • improve student achievement
  • subject to additional and rigorous reporting
    requirements

4
American Recovery and Reinvestment Act
(ARRA) Stimulus Funds
State Fiscal Stabilization Fund (SFSF)
Formula Grants
U.S. Sec. of Educations Portion of SFSF
Competitive (5 billion)
Governors Portion of SFSF Formula (1.2
billion for Va.)
  • One-Time Allocations
  • Title I, Part A
  • 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)
  • 18.2
  • (218.9 million for VA)
  • Used to sustain govt. services, incl. education
  • 81.8
  • (983.9 million for VA)
  • Distributed between K-12 and Higher Education to
    cover state budget shortfalls
  • Based on state funding formulas

5
State Fiscal Stabilization Funds (SFSF) and the
Plan for Reauthorization of the Elementary and
Secondary Education Act (ESEA)
  • Linked closely through requirements and
    expectations

6
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.

7
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

8
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

9
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.

10
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.

11
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.

12
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 ( 22.1-295) 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.

13
State Fiscal Stabilization Funds (SFSF) and the
Reauthorization of the Elementary and Secondary
Education Act (ESEA)
  • Linked closely through requirements and
    expectations

14
Common Core State Standards (CCSS)
www.corestandards.org
15
Comparison of the CCSS for Mathematics with the
2009 Mathematics SOL
  • Both are rigorous sets of expectations for
    student learning
  • Virginias SOL are aligned with the CCSS for
    Mathematics
  • Differences
  • learning progressions
  • philosophy

16
Comparison of the CCSS for Mathematics with the
2009 Mathematics SOL
  • Remember that quality is not just about
    standardsits about systems that support
    standardsincluding Curriculum Framework,
    assessment, professional development, and
    instructional practices

17
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

18
Standards of Learning
ACTs College Readiness Standards
ADP Benchmarks
College Board Standards for College Success
Common Core State Standards
College and Career Readiness
Virginias College and Career Readiness
Performance Expectations
19
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

20
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

21
CCRI Capstone Course for Mathematics
  • Designed for 12th grade students
  • Pilot year 2011-12
  • Superintendents email from 10/12/10

22
Superintendents EmailSimilar 12th Grade
Capstone- Courses
the Department is interested in knowing if any
school divisions have locally-developed 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 Jim.Firebaugh_at_doe.virginia.gov
23
Annual Measurable Objectives for Making Adequate
Yearly Progress
  • Proposed (goes to the BOE on October 28)

24
2010 VDOE Mathematics Institutes
  • Harrisonburg October 21
  • Williamsburg November 3
  • Abingdon November 10

25
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.

26
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

27
Vertical Articulation Documents
Will be made available electronically through the
VDOE Mathematics Institutes presentation
resources.
28
VDOE Resources
  • Technical Assistance Documents for A.9 and AII.11
  • Mathematics InstitutesAvailable through the
    Tidewater Team at William and Mary Website

29
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

30
Enhanced Scope and Sequence
  • Revised and redeveloped
  • New layout
  • Provides differentiation strategies for all types
    of learners
  • Anticipated by Summer 2011

31
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

32
New SOL Assessments
  • Revised versus new
  • Increased rigor
  • Technology enhanced items
  • Higher-level questions

33
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 Pages Read by Deon
Monday 12
Tuesday 16
Wednesday 15
How many more pages were read on Monday and
Tuesday combined than on Wednesday?
34
Assessing Higher-level Thinking Skills
3.6 The student will represent multiplication and
division, using area, set, and number line models
35
Assessing Higher-level Thinking Skills
3.7 The student will add and subtract proper
fractions having denominators of 12 or less.


36
Assessing Higher-level Thinking Skills
3.9 The student will estimatearea and perimeter.
37
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
38
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?
39
Assessing Higher-level Thinking Skills
4.9 The student will determine elapsed time in
hours and minutes within a 12-hour period.
START 255 pm STOP 430 pm
START 230 pm STOP 455 pm
Watch your numbers! (avoid consistent use of easy
subtraction of smaller from bigger)
40
Assessing Higher-level Thinking Skills
4.13 b) The student will represent probability as
a number between 0 and 1, inclusive.
Where on the number line would you place an arrow
to show the probability of choosing a green
marble?
Jennifer has 12 marbles.
1 Blue
3 Red
8 Green
41
Assessing Higher-level Thinking Skills
  • 5.4 The student will create and solve single-step
    and multistep practical problems involving
    addition, subtraction, multiplication, and
    division with and without remainders of whole
    numbers.
  • 5.5 The student will
  • a) find the sum, difference, product, and
    quotient of two numbers expressed as decimals
    through thousandths (divisors with only one
    nonzero digit) and
  • b) create and solve single-step and
    multistep practical 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.

5.5 b) Michael jogged 3.4 miles each day for 3
days. Jennifer jogged 4.2 miles each day for the
same 3 days. What is the difference between the
number of miles Jennifer jogged and the number of
miles Michael jogged on these 3 days?
42
Assessing Higher-level Thinking Skills
Order of Operations
5.7
6.8
for x -2
evaluate
7.13b
43
Assessing Higher-level Thinking Skills
5.8 c) The student will model one-step linear
equations in one variable, using addition and
subtraction.
44
Assessing Higher-level Thinking Skills
6.4 The student will demonstrate multiple
representations of multiplication and division of
fractions
45
Assessing Higher-level Thinking Skills
6.20 The student will graph inequalities on a
number line.
4
4
46
Assessing Higher-level Thinking Skills
7.3 a) The student will model addition,
subtraction, multiplication, and division of
integers.
What operation does this model?
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?
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?
49
Assessing Higher-level Thinking Skills
7.3 a) The student will model addition,
subtraction, multiplication, and division of
integers.
What operation does this model?
50
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.
51
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 square roots does 5 lie?
52
Assessing Higher-level Thinking Skills
8.11The student will solve practical area and
perimeter problems involving composite plane
figures.
Find the area of the shaded region.
53
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?
Class A has 36 students and Class B has 20
students. Which class has more students scoring
above 83?
54
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
The longest side of the rectangle below the
semi-circular 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?
P
55
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.
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