Mathematics

The TTAC at Radford University provides professional development and technical assistance on effective instructional practices for students with disabilities to public schools within Superintendent’s regions 6 & 7, focusing on successful access and progress for students with disabilities in the general education curriculum, and building the capacity of educational professionals to assist these students in reaching their full potential.

School personnel interested in additional information regarding resources and support with math instruction may contact:


Chuck Blevins,  cblevins16@radford.edu, 540-831-5611
Suzanne Graham,  s-graham@radford.edu, 540-831-6846

 

VDOE Mathematics SOL Institutes - Professional Development Resources

2019 Developing Deeper Learning through Rich Mathematical Tasks Mathematics Institutes provided training focused on making learning visible in the mathematics classroom and selecting and implementing rich mathematical tasks to support deeper learning opportunities for students and to strengthen locally-designed curricula.

A product of the 2019 Institutes is a set of online professional development modules designed to be used by teams of teachers of a specific grade or course, facilitated by a member of the team or teacher leader.  Modifications could be made to adapt the professional development for more than one grade level/course or for large groups.  Facilitators are encouraged to review the PowerPoint, the Facilitator Guide, and additional resources prior to facilitating this professional development.

 

Additional Resources

Excellence in Co-Teaching Mathematics Demonstration Sites

The goal of the Excellence in Co-Teaching Initiative is to provide a professional development model that promotes access to the general education curriculum for students with disabilities, recognizing effective co-teaching practices – especially in the areas of reading and math, and supporting teacher leaders.

In 2014, in an effort to promote and improve the implementation of co-teaching throughout Virginia, the Virginia Department of Education chose classrooms across the state that exemplify best practice in co-teaching to serve as demonstration sites, offering opportunities for others to observe model co-taught classrooms in action. These teachers also developed co-taught lesson plans and videos to share. In their videos, teachers showcase not only co-instructing in the classroom, but co-assessing and co-planning as well. A series of webshops showcase the products created by real co-teachers of Virginia.

Teachers and administrators are also encouraged to visit these demonstration sites. Contact the Training and Technical Assistance Center (TTAC) at Radford University or Virginia Tech to determine which sites are open for visitation..

In addition, teachers who are unable to visit a demonstration site can learn about co-teaching online through the Real Co-Teachers of Virginia webshops. In addition to general information about co-teaching, the webshops include videos of demonstration site co-teachers as they co-plan, co-instruct and co-assess; SOL Enhanced Scope & Sequence Lesson Plans adapted for co-teaching; and a variety of resources. These webshops can be accessed through TTAC Online at Real Co-Teachers of Virginia.

VDOE Mathematics Web Links

  • Virginia Mathematics Standards of Learning (SOL) and Curriculum Framework
  • Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.
  • Co-Teaching Mathematics Instructional Plans utilize the six common co-teaching approaches: teaming, station teaching, parallel teaching, alternative teaching, one teaching/one assisting, and one teaching/one observing.   These plans contain suggestions as to how co-teachers can effectively utilize the expertise of each teacher to enhance lessons and activities in a co-taught classroom. These co-teaching plans were created and modified by a select group of Virginia teachers participating in the Excellence for Co-teaching Initiative.  These plans align instruction with the expectations of the 2016 Mathematics Standards of Learning, and were vetted by VDOE content and special education specialists. 
  • Mathematics Vocabulary Word Wall Cards provide a display of mathematics content words and associated visual cues to assist in vocabulary development. The cards should be used as an instructional tool for teachers and then as a reference for all students, particularly English learners and students with disabilities.
  • Mathematics Vertical Articulation Tool (MVAT) – This tool provides support in identifying concepts aligned to the 2016 Mathematics Standards of Learning (SOL) that articulate across mathematics grade levels or courses. The MVAT has several possible uses:
    • Instructional planning tool – the STATIC versions of the MVAT can be used to identify the progression of specific content across grade levels or courses in order to connect instruction to prerequisite knowledge and future concepts.
    • Remediation planning tool – the DYNAMIC versions of the MVAT can be used with the Mathematics Standards of Learning Student Detail by Question (SDBQ) reports (or using data from other reports using SOL identifiers) to pinpoint targeted areas for individual student remediation (e.g., classroom remediation, Algebra Readiness intervention, expedited retakes, etc.)