Modifying Classroom Assessments and Instructional Practice in Grades 7-8 June 27, 2012

1. Modifying Classroom Assessments and Instructional Practice in Grades 7-8June 27, 2012 Michael Bolling, Mathematics Coordinator Michael.Bolling@doe.virginia.gov

2. A New Trend Line in Student Achievement “Virginia's public schools are beginning a new trend line with the implementation of more challenging standards and assessments. The goal is to build on the progress already made under the Standards of Learning program and ensure that all graduates possess the knowledge and skills needed for success in college and the workplace.” - Dr. Patricia I. Wright Superintendent of Public Instruction

3. Curve of Change Implementation Progress Past Practice Denial Acceptance Anger Understanding Fear Depression

4. 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

5. Changes to Standards of Learning (SOL) Content • Increase rigor through an emphasis on multistep problems and application • Move content between grade levels/subjects to improve the vertical progression • Remove content from grade levels/subjects • Remove content repeated among grade levels • Add new content   • Reduce language that limits content

6. 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

7. We, as teachers, should be… • Engaging students in the learning, providing relevant and rigorous activities and tasks • Asking high-leverage questions – make students work harder than you • Requiring students to communicate their thinking and listen carefully to them • Making students justify their thinking • Using multiple models Process Goals!

8. We, as teachers, should be… • Using formative assessments to learn about the level of student understanding and reflect on your own teaching • Collaborating on a deeper understanding of what needs to be taught

9. Vertical Progression of the SOL • Provides information about prior knowledge • Provides connections to related content

10. SOL, Curriculum Framework, and SOL Assessments “The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge and skills from Standards of Learning presented in previous grades as they build mathematical expertise.”

11. Changes to the SOL Assessments • Increased rigor reflective of the SOL • Comprehensive interpretation of SOL and Curriculum Framework (CF) • Testing blueprint changes • previous reporting categories combined • specific listing of SOL tested without a calculator included

12. Changes to the SOL Assessments • Addition of non-multiple choice items • Fill in the blank • Drag and drop • Hot-spot: Select one or more “spots” to respond to a test item, i.e. select answer option(s), shade region(s), place point(s) on a grid • Creation of graphs

13. Understanding the “increased rigor” of the new SOL comes through analysis of the SOL and the Curriculum Framework

14. Comparing the 2001 Mathematics SOL to the 2009 Mathematics SOL • 2001 SOL 3.8 The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation. • 2009 SOL 3.4 The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping.

15. Comparing the 2001 Mathematics SOL to the 2009 Mathematics SOL • 2001 SOL 7.22 The student will • b) solve practical problems requiring the solution of a one-step linear equation. • 2009 SOL 7.14 The student will • b) solve practical problems requiring the solution of one- and two-step linear equations.

16. Comparing the 2001 Mathematics SOL to the 2009 Mathematics SOL • 2001 SOL 7.7 The student, given appropriate dimensions, will • b) apply perimeter and area formulas in practical situations. • 2009 SOL 6.10 The student will • c) solve practical problems involving area and perimeter • 2009 SOL 8.11 The student will • solve practical area and perimeter problems involving composite plane figures.

17. Instruction, Assessment, and Backwards Design STEPS • Analyze an SOL and Curriculum Framework - What students should be able to do? • Brainstorm ways to assess the SOL • Develop an assessment • Brainstorm instructional strategies • Develop instructional resources/lesson plans

18. Developing Assessments and Appropriate Instruction – Backwards Design • Analyze an SOL and Curriculum Framework - What students should be able to do? • Brainstorm ways to assess the SOL • Develop assessment items • Brainstorm instructional strategies • Develop instructional resources

19. SOL 7.6 The student will determine whether plane figures – quadrilaterals and triangles – are similar and write proportions to express the relationships between corresponding sides of similar figures. • Identify corresponding sides and corresponding and congruent angles of similar figures using the traditional notation of curved lines for the angles. • Write proportions to express the relationships between the lengths of corresponding sides of similar figures. • Determine if quadrilaterals or triangles are similar by examining congruence of corresponding angles and proportionality of corresponding sides. • Given two similar figures, write similarity statements using symbols such as ΔABC ~ ΔDEF, ∠ A corresponds to ∠D, and AB corresponds to DE .

20. Developing Assessments and Appropriate Instruction – Backwards Design • Analyze an SOL and Curriculum Framework - what students should be able to do • Brainstorm ways to assess the SOL • Develop assessment items • Brainstorm instructional strategies • Develop instructional resources

21. Modifying Assessment Items • How could a SOL test item writer ask this in a TEI format?

22. Modifying Assessments

23. Modifying Assessments

24. Modifying Assessments

25. Modifying Assessments

26. Modifying Assessments

27. Group Activity Assessment Ideas and Instructional Strategies

28. Testing Blueprints * content standards assessed without a calculator

29. Testing Blueprints – excluded content

30. Practice SOL Items

31. Mathematics Instructional Resources

32. Professional Development Resources

33. Professional Development Resources

34. Mathematics Instructional Resources

35. Mathematics Instructional Resources

36. Mathematics Instructional Resources

37. ESS Sample Lesson Plans

38. ESS Sample Lesson Plans

39. Instructional Videos

40. Mathematics Vocabulary Word Wall Cards

41. Questions? Michael.Bolling@doe.virginia.gov