Algebra Readiness Initiative
The Algebra Readiness Initiative provides assistance in preparing students for success in algebra. School divisions are eligible for incentive payments to provide mathematics intervention services to students in grades 6-9 who are at-risk of failing the Algebra I end-of-course test as demonstrated by their individual performance on diagnostic tests that have been approved by VDOE. Since 2002, the ARDT has provided schools with student-level diagnostic data to assist in targeted intervention.
VDOE has made available to all school divisions in Virginia an online diagnostic test. School divisions have the option of using this online test or another test that meets specified criteria and is approved by VDOE.
The following links provide information concerning the Algebra Readiness Initiative and participation in the online testing.
- Algebra Readiness Diagnostic Test (ARDT)
This Webpage provides information on the current ARDT testing, recorded training webinars, timelines and development information on the new ARDT.
- ARI Curriculum Companion (Updated to 2009 Mathematics Standards of Learning)
This guide is a compilation of sample lessons that teachers and ARI tutors may use in providing intervention or remediation with their students. This update realigns lessons previously aligned to the 2001 SOL to the current 2009 Mathematics SOL and provides additional lessons. These lessons are listed by topic and SOL so that they easily correlate to the ARDT individual student strength and weakness report. If teachers would like to share lesson ideas (informal) or resources for 2009 SOL marked as “coming soon” within the documents, please send a copy to firstname.lastname@example.org for consideration.
- Frequently Asked Questions About the ARDT
Answers many questions that have been raised by users in Virginia school divisions concerning the Algebra Readiness Initiative and the ARDT.
- "At-A-Glance" Algebra Readiness Initiative Checklist (Word)
A successful intervention program is comprehensive, intensive, assesses frequently, and addresses the individual needs of the students. The points on this resource checklist are research-based guidelines that translate the components of a successful program for at-risk students into guidance for setting up an algebra readiness classroom.
School divisions must certify to VDOE that an intervention program will be offered to students identified as at-risk and that such students who receive intervention will be assessed again at the end of the intervention.
The model for the additional instruction is determined by the school division.
- Individual or small group instruction
- Common skill/strand deficit program
- Before- and after-school programs
- Saturday school
- In-school tutoring by instructional aide
- Computer-assisted instruction
- Additional class period with licensed teacher
- Summer school
- Other research-based instructional model
Research-based instructional strategies should
- Use concrete-representation-abstract sequence of instruction
- Build meaningful student connections
- Teach concepts/skills within authentic contexts
- Include explicit teacher modeling
- Teach metacognitive strategies
- Scaffold instruction
- Teach using big ideas
Student practice should include
- A variety of practice opportunities
- Structured language experiences
- Structured peer tutoring
- Structured small learning groups
- Planned discovery experiences
- Instructional games
- Self-correcting materials
- Continuous monitoring/charting of student performance
Students participating in the intervention program are pre- and post-tested. School divisions are required to report the results of the pre- and post-diagnostic tests to VDOE on an annual basis for each student who receives intervention services.
Michael Bolling, Acting Director, Mathematics and Governor’s Schools