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2. Essential Mathematics Concepts (grades 8 – 10) 3. Advanced Mathematics Concepts (grades 11 – 12) The diagram below represents the proposed pro gression that students would take in learning math ematics and its connections to post - secondary op portunities, which could include direct entry into the job market, college, trade school, the military, or other options. This proposal provides a descrip tion of pathways that would exist for students tak ing mathematics all four years in high school (grades 9 - 12). In these pathways students would all progress through a commonly defined set of mathematics concepts in grades K – 10, earning two mathematics credits toward graduation. Stu dents in grades 11 - 12 would then take ½ credit and full credit options to earn two additional mathe matics credits.

This initiative anticipates the need for future up dates to state policies that will support the pro posed changes. In addition, professional develop ment will be needed to address the instructional pedagogy necessary to differentiate for the needs of all students as learners and doers of mathemat ics. The tentative timeline for these changes is outlined below. • 2020 - 2021 Develop Foundational, Essen tial, and Advanced Mathematics Concepts • 2021 - 2022 Revision Committee – Draft 2023 Mathematics Standards of Learning (SOL)

• 2022 - 2023 Board of Education First Re view of Draft 2023 Mathematics SOL

• 2023 - 2024 Board of Education Approval Request 2023 Mathematics SOL

• 2024 - 2025 Crosswalk Year 2023 Mathe matics SOL

Virginia Mathematics Teacher vol. 47, no. 1

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