VDOE Mathematics Updates - VCTM Spring Conference March 9, 2018
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VDOE Mathematics Updates VCTM Spring Conference March 9, 2018 Tina Mazzacane, Mathematics Coordinator Tina.Mazzacane@doe.virginia.gov VDOE Division of Instruction Melody Bushley, Assessment Development Coordinator Melody.Bushley@doe.virginia.gov VDOE Division of Student Assessment and School Improvement
Agenda
• Virginia Mathematics – Student Achievement
• Revisions to VA Standards of Accreditation
• Graduation Requirements
• School Accountability
• FAQs
• 2016 Mathematics SOL Implementation
• Changes in EOC Assessment Administration
• Instructional Resources
• Mathematics SOL Assessment Updates
• Other Updates
2
Virginia Mathematics –
Student Achievement
3
Mathematics SOL Statewide Test Results
Statewide Mathematics SOL Pass Rate
80%
79%
78%
77%
76%
80%
79% 79%
75%
74%
73%
74%
72%
71%
2013-2014 2014-2015 2015-2016 2016-2017
4
Mathematics SOL Statewide Test Results
Adapted from VDOE News Release Aug. 15, 2017
5
2017 ACT Mathematics Results
Data based on Virginia’s 2017 public high school graduates
VDOE News Release September 7, 2017
6
2017 SAT Mathematics Results
Virginia Nation
ALL 538 517
ASIAN 607 587
BLACK 467 456
HISPANIC 518 484
WHITE 561 549
Data based on Virginia’s 2017 public high school seniors
VDOE News Release Sept. 26, 2017
7
2017 Advanced Placement - Mathematics Source: College Board – Virginia Score Distributions of AP Exams Taken by Class of 2017 during high school
2017 AP Exam Score Distribution - Virginia Source: College Board – Virginia Score Distributions of AP Exams Taken by Class of 2017 during high school
Revisions to Virginia Standards
of Accreditation (SOAs)
10Standards of Accreditation • Approved by Virginia Board of Education in November 2017 • Effective Fall 2018 • Revised Graduation Requirements • Revised School Accreditation Standards • Support Continuous Improvement • Promote College, Career, and Civic Readiness
The Five C’s and Mathematics
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
14Every Student Succeeds Act
(ESSA)
15Every Student Succeeds Act (ESSA) • Signed into Law by President Obama in December 2015 • Shifts greater authority for academic standards, accountability, and education policy back to state and local levels • Virginia’s ESSA Plan submitted to U.S. Department of Education in September 2017 • ESSA Provisions Take Effect in Fall 2018
ESSA and Mathematics Education
• States control curriculum, academic standards, staff
evaluation, certification, and licensing
• ESSA eliminates the NCLB accountability system
including “adequate yearly progress”
• ESSA Standardized testing requirements
• Mathematics assessments must be administered
in each grade from 3-8
• One Mathematics assessment must be
administered in grades 9-12
• State may request to exempt 8th grade students in
advanced mathematics from the statewide
mathematics assessment under certain conditionsVirginia Revised
Graduation Requirements
19Graduation Requirements
Graduation Requirements
Additional Graduation Requirements –
Graduating Class of 2022
All students must either:
• Earn a CTE Credential
-OR-
• Complete an Advanced Placement,
International Baccalaureate or honors
courseVirginia Standards of Accreditation
and School Accountability
23Accreditation and Elementary/Middle Indicators 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
Accreditation and High School Indicators 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)
Accreditation and Performance Levels
Revised 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.
Frequently Asked Questions
Revised SOAs
28Revised SOAs and Frequently Asked Questions How will school divisions determine whether students have met the graduation requirement of demonstrating the five C’s (communication, collaboration, critical thinking, creative thinking, and civic responsibility)? A. Students will be administered a state mandated multiple choice assessment B. Students will complete a state mandated senior project C. Students will be evaluated based on criteria developed locally by school divisions
Revised SOAs and Frequently Asked Questions
• The Five C’s (critical thinking, creative thinking,
collaboration, communication and citizenship) are
embedded in the Standards of Learning for all subject
areas.
• Student acquisition of the Five C’s is evaluated at the local
level based on locally developed criteria.
• VDOE has launched a two-year initiative to increase the
capacity of school divisions to create performance
assessments, which are especially suited for evaluating
mastery of the Five C’s. In addition, VDOE will support the
sharing of best practices among divisions.Revised SOAs and Frequently Asked Questions Effective in Fall 2018, which students will be exempt from additional end-of-course SOL tests in a subject once they have earned the required number of verified credits in that subject? A. All students regardless of when they entered the ninth grade B. Only students entering ninth grade in 2018-2019 C. Only students entering ninth grade in 2013-2014 through 2014-2017
Revised SOAs and Frequently Asked Questions • Students will be exempt from additional end- of-course SOL tests in a subject once they have earned the required number of verified credits in that subject regardless of when they entered ninth grade. • However, federal requirements under the federal Every Student Succeeds Act (ESSA) may require additional end-of-course testing in the subject area regardless of the exemption under the revised SOA.
Revised SOAs and Frequently Asked Questions Example: A student who earned the required verified credit in mathematics by passing the Algebra I test as an eighth grader in spring 2018 would still have to take either the Geometry test or Algebra II test as the federal law requires the testing of students in mathematics at least once during high school.
Revised SOAs and Frequently Asked Questions Effective 2018-2019, can school divisions offer opportunities to take additional SOL tests to students who do not need the verified credit (e.g. so that they can be exempt from taking a final exam)? A. YES B. NO
Revised SOAs and Frequently Asked Questions • School divisions cannot offer opportunities to take additional SOL tests to students who do not need the verified credit • Students who began their high school careers prior to 2018-2019 must be provided the assessment opportunities needed to earn required verified credits under the graduation requirements that apply to them.
2016 Mathematics SOL
Implementation
36Implementation of the 2016 Mathematics Standards of
Learning – Revised - Superintendent’s Memo 043-18
2017-2018 School Year – Crosswalk Year
2009 Mathematics Standards of Learning and 2016 Mathematics Standards of Learning are
included in the written and taught curricula.
Fall 2017 Standards of Learning assessments measure the 2009 Mathematics Standards of
Learning and will not include field test items measuring the 2016 Mathematics Standards of
Learning.
Spring 2018 Standards of Learning assessments measure the 2009 Mathematics Standards of
Learning and will include field test items measuring the 2016 Mathematics Standards of Learning.
2018-2019 School Year – Full-Implementation Year
2016 Mathematics Standards of Learning are included in the written and taught curricula. 2009
Mathematics Standards of Learning and 2016 Mathematics Standards of Learning are included
in the written and taught curricula in classrooms administering Fall 2018 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.
Spring 2019 (Grades 3-8 and End-of-Course) Standards of Learning assessments measure the 2016
Mathematics Standards of Learning.
372016 Math Standards - 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
382016 Math Standards - Instructional Resources
Resources – Tentatively Scheduled to be Available
Summer 2018
• Mathematics Instructional Plans (formerly Enhanced
Scope and Sequence) to correlate to 2016 SOL
• Vocabulary Word Wall Cards
• Mathematics Instructional Videos
• Fall 2018 Mathematics SOL Institutes
39K-12 Mathematics Textbook Approval and
Review Committees
• March –May 2017 Publisher Submission Process
• June – August 2017 Review Committee Work
• October – November 2017 Consensus Evaluations
Shared with Publishers
• January 2018 BOE First Review of Proposed
Textbook List
• February 2018 – Public Comment Period
• March 2018 – BOE Final Approval of Textbook List
40Mathematics SOL Assessment
Updates
41Test Development Updates
42Use Practice Tests Before Testing
• Students must be familiar with their test’s
tools and materials and with the online test
format before testing for the first time.
Students (and testing staff) should practice
various functions of testing. Use the resources
listed in the Prepare Students for Testing
section of the Examiner’s Manual for the
available resources.
43Remember…
Computer Adaptive Testing (CAT)
• Mathematics
– Grades 3, 4, 5, 6, 7 and 8 Online Mathematics
Tests
– Includes: Online Audio, Plain English, and
Audio Plain English Tests
– Superintendent’s Memos: 173-16, 002-16,
173-15, 189-14
44Resources for Test Preparation
• Training Center Tests
– Elementary School Mathematics
– Middle School Mathematics
Provides student practice with:
o Signing in using student test ticket
o Selecting answer choices
o Using online tools
o Practicing with CAT format
Should not be used to review SOL test content!
• Introduction to TestNav 8
• Practice Item Sets
• Guided Practice Suggestions
• Released Tests
45Seal Code
• Seal codes have been added to all computer
adaptive tests that have two parts:
– Grades 3-7 Mathematics
– Grades 3-5 Reading
• The seal code will prevent students from
accidentally accessing the second part of the
test.
• The seal code screen will appear after a
student submits Section 2 of a CAT test.
(Section 1 contains the sample items only.)
48Seal Code – Student Screen
• The Section 3/Seal Code Box screen directs
the student to raise his/her hand.
• The examiner reads the seal code to the
student.
• The student types the code in the box and
selects start, and enters the second part.
49Training Center Tests: Seal Codes
• Seal codes are being added to appropriate
Training Center tests this spring (Elementary and
Middle School Mathematics CAT Training Tests,
Elementary School Reading CAT Training Test).
• STCs will need to provide the seal codes to
Examiners who are using these tests along with
the testing tickets.
• Information will be shared with DDOTs when this
update to the Training Center tests has occurred.
50TestNav 8: Audio Player Updated
• The audio player was updated in fall 2017.
• Audio player speed settings can be changed to
make the audio recording play at a faster or
slower rate.
• Use audio practice items to familiarize
students with this new feature.
51Audio Player Example
• “Normal” (default) setting is recommended.
• Click on the gear, then click on “Normal” to
see the dropdown menu of available speed
settings.
522016 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.
532016 Mathematics SOL Test Blueprints:
Grades 3-5*
*For assessments based on 2016 Mathematics SOL only
542016 Mathematics SOL Test Blueprints:
Grades 6-8*
*For assessments based on 2016 Mathematics SOL only
552016 Mathematics SOL Test Blueprints:
End-of-Course*
*For assessments based on 2016 Mathematics SOL only
56Mathematics Practice Item Updates
• Practice item sets for the 2009 Mathematics SOL will
remain available in the TestNav app.
• Existing practice items have been adjusted to match the
2016 Mathematics SOL. These will be available in March
2018.
– Grades 6-8 and EOC practice items will contain updated
formula sheets for 2016 Mathematics SOL.
– Some items have been moved to another grade level or
course to reflect content changes in the 2016 SOL.
– New technology-enhanced item types have been added.
• As a reminder, practice item sets are NOT representative of
all new content or all SOL.
57TN8 Screen Update
58TN8 Screen Update
59TestNav 8 Tools
The assessments measuring the 2016 Mathematics
Standards of Learning will have:
• Updated Protractor- ability to measure to the nearest
degree
• Straightedge Tool- this tool will appear on the tool bar
and will be functional on all item types.
Both of these new tools will appear in the 2016
Mathematics Practice Item Sets.
60Ancillary Materials
2016 Mathematics Standards
• New formula sheets have been developed for
Grades 6 through 8 and EOC Mathematics tests.
• These formula sheets will first be used for all
Mathematics tests administered spring 2019.
• There has been no change to the EOC Algebra II
Standard Normal Probabilities table (z-table).
61Plain English Mathematics SOL Tests
• Beginning with the implementation of the SOL
tests assessing the 2016 Mathematics
standards, all test items that will be used on
Mathematics SOL tests will meet the criteria
for Universal Design (UD).
• UD requires that language not specific to the
content area be simplified so test questions
are accessible by all populations of students.
• Separate Plain English Mathematics test forms
will no longer be administered.
62Standard Setting for 2016 Mathematics
SOL Assessments
• Standard setting for mathematics tests that assess
the 2016 Mathematics Standards of Learning using
the new test blueprints will occur during the 2018-
2019 school year.
• The Office of Assessment Development will seek
nominations for Standard Setting committees later
this year. The nomination process will be announced
through a Superintendent’s Memo.
– Fall 2018 for EOC Mathematics
– Winter 2019 for grades 3-8 Mathematics
63Mathematics Assessment Resources
• Computer Adaptive Testing (CAT) Information
• Test Blueprints for SOL Assessments - 2009 SOL
• Test Blueprints for SOL Assessments – 2016 SOL
• Student Performance Analysis Presentations – 2009
SOL
• Released SOL Tests and Item Sets – 2009 SOL
• Ancillary Test Materials – 2009 and 2016 SOL
• SOL Test Administration and Development
• TestNav 8 SOL Practice Items – 2009 SOL and 2016 SOL
64Appearance of Materials – Web Accessibility
• In order to meet federal guidelines,
documents posted by VDOE website and
affiliated sites must allow access to content
for individuals with visual, auditory, motor,
and cognitive disabilities.
• To accomplish this, the layout of web-based
content will appear different than divisions
are accustomed to seeing.
• VDOE Website Accessibility Plan is available
65Frequently Asked Questions
Assessment
66Frequently Asked Questions - Assessment During which testing administration will the Mathematics SOL tests begin to measure the 2016 Mathematics Standards of Learning? A. Spring 2018 B. Fall 2018 C. Spring 2019
Frequently Asked Questions - Assessment • Spring 2019 (Grades 3-8 and End-of-Course) Standards of Learning assessments measure the 2016 Mathematics Standards of Learning. • 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.
Frequently Asked Questions - Assessment Do all technology-enhanced “Hot Spot” items specify the number of correct responses? A. No, always specifying the number of responses in hot spot questions could cause clueing for some content. B. Yes, all hot spot questions will specify the number of correct responses.
Frequently Asked Questions - Assessment There are hot spot TEI which will specify the number of answers that students need to select, and there will be hot spot TEI which will instruct the student to select all correct answers. Please refer to the TestNav 8 Sol Practice Items guides which may be found on the VDOE website. Within the guides, the functionality of TEI hot spots is addressed for specific practice items.
Frequently Asked Questions - Assessment If students have a TEI that is a decimal and leave off the leading zero…for example if the answer is 0.25 and they only type in .25 will it be scored as a correct response? A. Yes B. No C. Maybe…
Frequently Asked Questions - Assessment Fill-in-the-Blank items require students to input characters from the keyboard (numbers, letters, or symbols) to answer the question. Some item types may limit the characters that can be entered. For instance, if the response is expected to be numeric, the student will not be able to enter letters.
Frequently Asked Questions - Assessment All equivalents of a number would be scored as correct. For example, if the answer to an item was 0.21, all equivalents of 0.21 would score correct. (e.g., 0.210 and .21) Answers with leading zeros or trailing zeros would be scored as correct. (If the answer was 34.7 then 034.7, 34.70, 034.70, etc. would all score correct) Additionally, answers with four or more digits will be scored as correct with or without the use of commas.
Frequently Asked Questions - Assessment Is a highlighter available for every question on each grade level of the SOL test? A. Yes, for grades 3, 4, and 5 Math there is a highlighter. B. Yes, for grades 6, 7, and 8 Math there is a highlighter. C. Yes, for EOC subjects there is a highlighter.
Frequently Asked Questions - Assessment Highlighter—Used to highlight text. Students cannot highlight art, pictures, images, or text when presented as art (i.e. poems, fliers). There is no limit to the number of highlights a student can make within the test.
Frequently Asked Questions - Assessment To access the highlighter, the student selects text and selects the highlighter color. To remove the highlighted text, the student selects the highlighted text and selects the slash. Pink and blue are the two highlighter colors available when the background and foreground settings are set to the default (black text on white background). These colors may change when the background and foreground setting is changed.
Other Updates
77Computer Science Standards of Learning • Adopted November 2017 • Grade Levels/Courses: o K-5 o 6-8 o Middle School Elective o Computer Science Foundations o Computer Science Principles o Computer Science Programming
Computer Science Standards of Learning VDOE Resources – Currently in Development • Curriculum Framework Documents • Course Pathway Options • Professional Development Professional Development Opportunities • College Board Workshops and Summer Institutes – Advanced Placement Courses • CodeVA Educator Training
Praxis 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
80Proposed Licensure Regulation Revisions –
Final Stages of Approval
• Professional studies must now include coursework in
assessment of and for learning
• Increased mathematics coursework for elementary and middle
school endorsement (methods course)
• Algebra I Add-on endorsement to require a course in teaching
methods for Algebra
• Addition of K-5 mathematics specialist endorsement –
– K-5 Mathematics Specialist
– K-8 Mathematics Specialist – require an Algebra I Add-on endorsement
or Secondary Mathematics endorsement
81Algebra Readiness Initiative
• Algebra Readiness Diagnostic Test (ARDT) – will no
longer be provided by the VDOE
• Algebra Readiness Initiative (ARI) - Lottery funding to
support remediation in grades 6-8 and Algebra I
anticipated to continue
• Virginia Algebra Readiness Initiative 2017-2018 School
Year Annual Report – all divisions will submit by
August 1, 2018
82Please contact us!
mathematics@doe.virginia.gov
student_assessment@doe.virginia.govThis document is intended for print purposes. This information is available on the VDOE website in an accessible format.
Virginia School Accreditation
January 2018
Th e Virginia Board of Education is
revising its accreditation standards to
Performance Levels
Performance on each school-quality indicator is rated at one of three levels:
provide a more comprehensive view LEVEL ONE: Meets or exceeds standard or sufficient improvement
of school quality while encouraging
LEVEL TWO: Near standard or making sufficient improvement
continuous improvement for all
LEVEL THREE: Below standard
schools and placing increased
emphasis on closing achievement All schools must develop a multi-year plan to support continuous improvement on all
gaps. School accreditation ratings for indicators. Specific local and state actions and interventions are required to improve
the 2018-2019 school year will be the performance on indicators rated at Level Two and Level Three.
first to reflect this new approach to
accountability. Performance Level Action or Intervention
LEVEL ONE: At or Above Standard
School Quality Indicators n Performance at or above state standard Monitor performance on indicator and
for indicator update multi-year school improvement
The revised accreditation standards measure n Sufficient improvement toward state plan as needed
performance on multiple school-quality standard for indicator from Level Two
indicators, not just on overall student
achievement on state tests. LEVEL TWO: Near Standard or Improving
n Below state standard for indicator but Revise multi-year improvement plan
Elementary and middle schools are approaching Level One performance and implement revisions to improve
evaluated on the following indicators: n Sufficient improvement on indicator performance on indicator
n Overall proficiency and growth in from Level Three
English reading/writing achievement
(including progress of English learners LEVEL THREE: Below Standard
toward English-language proficiency) n Performance on indicator below state Implement state-approved corrective
n Overall proficiency and growth in standard action plan following academic review
mathematics n Performance on indicator at Level Two conducted by Virginia Department of
for more than four consecutive years Education
n Overall proficiency in science
n English achievement gaps among
student groups
Accreditation Ratings
n Mathematics achievement gaps among Under the new system, schools earn one of the following three accreditation ratings:
student groups Accredited — Schools with all school-quality indicators at either Level One or Level Two
n Absenteeism Accredited with Conditions — Schools with one or more school-quality indicators at Level
Three
High schools are evaluated on the
Accreditation Denied — Schools that fail to adopt or fully implement required corrective
following school-quality indicators:
actions to address Level Three school-quality indicators. A school rated as Accreditation
n Overall proficiency in English reading/ Denied may regain state accreditation by demonstrating to the Board of Education that it
writing and progress of English learners is fully implementing all required corrective action plans.
toward English-language proficiency
SAMPLE SCHOOL: South Middle School SAMPLE SCHOOL: North High School
n Overall proficiency in mathematics
Achievement English Combined Rate Level ONE Achievement English Combined Rate Level ONE
n Overall proficiency in science Math Combined Rate Level ONE Math Pass Rate Level ONE
Science Pass Rate Level ONE Science Pass Rate Level ONE
n English achievement gaps among
Achievement English Level TWO Achievement English Level TWO
student groups
Gaps Math Level TWO Gaps Math Level THREE
n Mathematics achievement gaps among Student Student Chronic Absenteeism Level TWO
student groups Engagement Chronic Absenteeism Level TWO Engagement Graduation & Completion Level ONE
OVERALL ACCREDITED Dropout Rate Level TWO
n Graduation and completion College, Career &
Civic Readiness (2021-2022)
n Dropout rate
OVERALL ACCREDITED WITH CONDITIONS
n Absenteeism
n College, career and civic readiness
(effective 2021-2022)
For more information, please visit www.doe.virginia.govVirginia Graduation Requirements
January 2018
V irginia’s revised graduation
requirements maintain high
The Five C’s By reducing the number of SOL tests
students must pass to earn a diploma, the
In preparing students to meet the Profile of
new standards increase flexibility for schools
expectations for learning in English, a Virginia Graduate, schools are required to
ensure that students develop the following to expand work-based and service-learning
math, science and history/social programs that promote college, career and
competencies known as the “Five C’s”:
science while reducing the number civic readiness.
n Critical thinking
of Standards of Learning (SOL) tests n Creative thinking
students must pass to earn a high n Communication Standard and Verified
school diploma. The new standards Collaboration
Credits
n
also implement the “Profile of a n Citizenship
The new graduation requirements are
Virginia Graduate,” which describes effective with students entering the ninth
the knowledge, skills, attributes and Career Exploration grade in the fall of 2018 (class of 2022). The
experiences identified by employers, and Planning number of standard credits for a Standard
Diploma and Advanced Studies Diploma
higher education and the state Board The career-planning component of the
remain the same but the number of required
of Education as critical for future Profile of a Virginia Graduate provides an
opportunity for students to learn more about verified credits — earned by passing a
success. course in the content area and the associated
the employment options and career paths
they first explored in elementary and middle end-of-course assessment — is reduced to
Profile of a Virginia school. five (one each in English reading, English
writing, mathematics, science and history/
Graduate While there is no specific career-related social science) for both diplomas.
A student meeting the Profile of a Virginia activity that a student must experience
Graduate has achieved the commonwealth’s (such as an internship or job-shadowing
high academic standards and graduates with assignment) to earn a diploma, school
workplace skills, a sense of community and divisions must provide opportunities
civic responsibility and a career plan aligned for students to learn about workplace
with his or her interests and experiences. expectations and career options in their own
communities and elsewhere.
In history/social science or English writing,
a student may verify course mastery through
a locally developed performance-based
assessment. These assessments require
students to apply what they have learned
and provide an opportunity for students to
demonstrate that they have acquired critical
thinking, creative thinking, communication,
collaboration and citizenship skills.
For more information, please visit
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