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Mathematics Courses, Pathways, and Placement Process Parent - - PowerPoint PPT Presentation

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Redwood Middle School Mathematics Courses, Pathways, and Placement Process Parent Information For 5th Grade Parents February 8 & 9, 2017 DRAFT 2.10.17 1 Welcome & Introductions Setting the Context SUSD Math Learning

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February 8 & 9, 2017

Redwood Middle School

Mathematics Courses, Pathways, and Placement Process Parent Information

For 5th Grade Parents

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Presentation Overview

  • Welcome & Introductions
  • Setting the Context
  • SUSD Math Learning Progressions:

○ Pathways ○ Courses ○ Prerequisite Knowledge and Standards ○ Acceleration

  • SUSD Math Placement Process:

○ Overview ○ Part A ○ Part B ○ Criteria ○ Timelines

  • Q&A (questions taken on notecards)

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Connections & Coherence

Philosophy of Teaching Math K- 12 Coherence & SMP eNY > Big Ideas Math Alignment Elementary to Middle School Middle School Instructional Materials

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SUSD’s Philosophy of Mathematics Instruction & Learning

  • Student enjoyment and challenge
  • Balanced approach to instruction and higher order thinking problems
  • Opportunities for both explicit direct instruction and hands-on learning
  • Typical lesson structure includes:

○ student-directed discovery learning ○ enhanced conceptual understanding ○ teacher-directed instruction ○ student opportunity to develop clear, precise mathematical language

○

differentiated, independent practice with teacher feedback

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Three Major Features of Mathematics Instruction

1. Focus on fewer topics to help students go deeper in their learning 2. Coherence – or interconnection – to link topics and thinking strategies across the grades to help students make important connections, recognize patterns 3. Rigor -- What do we mean by rigor? Rigor calls for a strong command

  • f math concepts to help students with understanding, skills and

application of mathematics to real-world uses

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Coherence: Think Across Grade Levels

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Standards for Mathematical Practices

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How does Eureka Math Align with Big Ideas Math?

Eureka Mathematics in elementary school, helps students:

  • develop a foundational understanding of mathematical concepts before

acceleration and compaction may take place.

  • have daily opportunities to apply math concepts to real-world problems.
  • use built-in tools to explore multiple ways to approach problems, which will

engender deeper understanding of a greater spectrum of problems.

  • have a more balanced approach to conceptual math versus a linear method
  • f memorization that we have seen in the past.

RMS Math Teachers are articulating with 5th grade teachers to ensure a smooth

  • transition. DRAFT 2.10.17

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Big Ideas Mathematics Instructional Materials

  • Student-directed discovery learning allows students to develop conceptual

understanding, followed by scaffolded instruction, giving students the opportunity to utilize clear, precise mathematics language and structure.

  • Highly motivating and relevant problems at an appropriate level of depth and rigor for

each student.

  • Researched-based strategies to specifically assist English language learners.
  • Supports Differentiated Instruction through print and digital resources to challenge

and motivate each student with high-quality instruction targeted to individual needs.

  • Real-life applications are opportunities for students to connect classroom lessons to

realistic scenarios in engaging and meaningful ways to explore the real world.

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SUSD Math Learning Progressions

RMS Math Course Descriptions RMS Math Prerequisites Standards for Mathematics Practice Courses with standards on each Pathway Acceleration & Compaction

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CCSS 6 CCSS 6/7A CCSS 7B/8 CCSS 7

(7A & 7B)

CCSS 8

2017-18 SUSD General Education Common Core State Standards (CCSS) Math Pathways & Placement

CCSS 7B/8 CCSS Algebra CCSS Algebra CCSS Geometry CCSS 5

Based on qualifying scores on Spring Assessments, an additional assessment will be administered to determine potential placement on accelerated path. Course Pathway (no assessment administered)

KEY

Exhibit A Board Approved 12.15.16 Placement based

  • n Spring

Assessments

6th Grade: 7th Grade: 8th Grade:

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Course Description

CCSS 6 Grade level course (6th Grade): ratios and proportional relationships, number system, expressions and equations, statistics, and geometry; 8 Standards of Mathematical Practice (SMP) CCSS 6/7A Compacted course comprising CCSS 6 standards and partial CCSS 7 (integer operations; rational numbers; percents; proportions; two-step equations; 8 SMP) CCSS 7 Grade level course (7th Grade): integer operations, rational numbers, percents, proportions, two-step equations, two-step inequalities, constructions and scale drawings, area of circles and composite shapes, surface area & volume (prisms & cylinders), probability and statistics; 8 SMP CCSS 7B/8 Compacted course comprising CCSS 8 standards and partial CCSS 7 (two-step inequalities; constructions and scale drawings; area of circles and composite shapes; surface area & volume (prisms & cylinders); probability and statistics; 8 SMP) CCSS 8 Grade level course (8th Grade): multi-step equations, equations with variables on both sides, transformations, angles and triangles, graphing & writing linear equations, systems of linear equations, functions, real numbers, Pythagorean Theorem, volume and similar solids, data analysis and displays, exponents and scientific notation; 8 SMP DRAFT 2.10.17

RMS Math Courses

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Course Description

CCSS Algebra 1 High school level course: solve linear equations: solving linear inequalities; graphing and writing linear equations; systems of linear equations & inequalities; exponential functions and sequences; polynomial equations and factoring; graphing & solving quadratic functions; radical functions and equations; data analysis and displays; 8 SMP CCSS Geometry High school level course: reasoning and proofs; parallel and perpendicular lines; transformations; congruent triangles; relationships within triangles; quadrilaterals and other polygons; proving similarities; right triangles and trigonometry; circles, area and volume;expressing geometric properties w/equations; similarity, right triangles, and trigonometry; geometric measurement and dimension; modeling with geometry, 8 SMP

RMS Math Courses (cont’d)

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Course Description Math Essentials RSP Math Class Math Basics Special Day Math Class

RMS Math Courses (cont’d)

Course Description CCSS 6 Math Advisory Support Class for CCSS 6 for 6th graders (A period) CCSS 7 Math Advisory Support Class for CCSS 7 for 7th graders (A period) CCSS 8 Math Advisory Support Class for CCSS 8 for 8th graders (A period)

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Grade Level (State Standards) Course Pathway

6th grade: CCSS 6 > 7th grade: CCSS 7 > 8th grade: CCSS 8

Numerical Expressions and Factors Fractions and Decimals Algebraic Expressions and Properties Areas of Polygons Ratios and Rates Integers and the Coordinate Plane Equations and Inequalities Surface Area and Volume of Prisms Statistical Measures Data Displays Integer Operations Rational Numbers Percents Proportions Two-Step Equations Two-Step Inequalities Constructions and Scale Drawings Area of Circles and Composite Shapes Surface Area & Volume (Prisms & Cylinders) Probability and Statistics Multi-Step Equations Equations with Variables on Both Sides Transformations Angles and Triangles Graphing & Writing Linear Equations Systems of Linear Equations Functions Real Numbers Pythagorean Theorem Volume and Similar Solids Data Analysis and Displays Exponents and Scientific Notation

Anticipated placement in SHS in 9th grade: Algebra 1 Anticipated placement in 12th grade: Pre-Calculus

Students who need extra support in their grade level math class can take a math support class. Concepts are both pre-taught and retaught as is appropriate for students’ needs.

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Compacted/Accelerated Course Pathway

  • All CCSS 6 standards AND:
  • Integer Operations
  • Rational Numbers
  • Percents
  • Proportions
  • Two-Step Equations
  • All CCSS 8 standards AND:
  • Two-Step Inequalities
  • Constructions and Scale

Drawings

  • Area of Circles and Composite

Shapes

  • Surface Area & Volume (Prisms

& Cylinders)

  • Probability and Statistics
  • Solve Linear Equations
  • Solving Linear Inequalities
  • Graphing and Writing Linear

Equations

  • Systems of Linear Equations &

Inequalities

  • Exponential Functions and Sequences
  • Polynomial Equations and Factoring
  • Graphing & Solving Quadratic

Functions

  • Radical Functions and Equations
  • Data Analysis and Displays

Anticipated placement in SHS in 9th grade: Geometry or Enriched Geometry Anticipated placement in 12th grade: Calculus

6th grade: CCSS 6/7A 7th grade: CCSS 7B/8 8th grade: CCSS Algebra 1 > >

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Compacted/Accelerated Course Pathway

  • All CCSS 8 standards AND:
  • Two-Step Inequalities
  • Constructions and Scale

Drawings

  • Area of Circles and

Composite Shapes

  • Surface Area & Volume

(Prisms & Cylinders)

  • Probability and Statistics
  • Reasoning and Proofs
  • Parallel and Perpendicular Lines
  • Transformations
  • Congruent Triangles
  • Relationships Within Triangles
  • Quadrilaterals and Other Polygons
  • Proving Similarities
  • Right Triangles and Trigonometry
  • Circles, Area, and Volume
  • Expressing Geometric Properties w/

Equations

  • Similarity, Right Triangles, and

Trigonometry

  • Geometric Measurement and

DImension

  • Modeling with Geometry

Anticipated placement in SHS in 9th grade: Algebra 2 Honors Anticipated placement in 11th grade: Calculus (followed in 12th grade by AP Statistics or Advanced DRAFT 2.10.17

Math at West Valley)

6th grade: CCSS 7B/8 7th grade: CCSS Algebra 1 8th grade: CCSS Geometry > >

  • Solve Linear Equations
  • Solving Linear Inequalities
  • Graphing and Writing Linear

Equations

  • Systems of Linear Equations &

Inequalities

  • Exponential Functions and

Sequences

  • Polynomial Equations and

Factoring

  • Graphing & Solving Quadratic

Functions

  • Radical Functions and Equations
  • Data Analysis and Displays

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RMS Math Course Prerequisite Knowledge

http://www.saratogausd.org/curriculum

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Middle School Acceleration

1. Decisions to accelerate students into the CCSS for high school mathematics before ninth grade should not be rushed. 2. Decisions to accelerate students into high school mathematics before ninth grade should be based on solid evidence of student learning. Why accelerate in middle school?

  • Opportunity for qualified students to reach AP Calculus at a faster pace
  • Access to advanced mathematics courses in high school
  • College entrance competitiveness
  • Design model of acceleration must be compaction, not skipping standards

Achieve Pathways Group/CCSS for Mathematics: http://goo.gl/Gn86I9 DRAFT 2.10.17

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Compacted Courses

“Compacted”: compressed content, which requires a faster pace to complete, as

  • pposed to skipping content.

Compacted Courses should include the same Common Core State Standards as the non-compacted courses to maintain learning progressions through the major mathematical domains, while integrating the Mathematical Practices Standard.

Achieve Pathways Group/CCSS for Mathematics: http://goo.gl/Gn86I9

DRAFT 2.10.17

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Middle School Acceleration Considerations

  • Students who enter a course path, and are not adequately prepared, typically face negative

consequences

  • Stress level of students
  • After-school obligations
  • Extra math classes after school
  • Pressure sometimes “turns students off” to math
  • CCSS Math concepts are not reviewed from course to course
  • Less time for students to practice and apply new information
  • Large increase in homework/weekend homework
  • Acceleration before the 7th Grade is not recommended by the California State Department of

Education and the CA Mathematics Framework

DRAFT 2.10.17 ฀ ฀

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SUSD Math Placement System

Components of Placement Assessment System Criteria Administrative Regulation Timelines

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Overview of Administrative Regulation (AR 6152.1)

  • All courses must be completed at Redwood or at an accredited public or private school
  • Outside coursework will not be accepted in lieu of SUSD math courses.
  • Concurrent enrollment, summer/short courses, outside tutoring, or independent self-study courses

will not be accepted as replacement for completion of a full year of Algebra or Geometry at SUSD.

  • All current 7th graders will matriculate to the next course in their sequence
  • All placements will be made based on student performance on the spring Placement Assessment

Criteria only (See Exhibit B). There will be no summer or fall placement re-assessments.

  • Parents may wish to exempt their student from the spring course placement assessments.
  • All students new to the District may be required to take placement assessments for enrollment in

the appropriate math course.

  • All students’ coursework will be monitored by math teachers within the first month of school. If there

is a concern about student placement, parents will be notified. The site administrator’s decision shall be final.

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Testing: Who, What, When?

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Students Test Invited to take Part B (Diagnostic Progression Test) if... All 5th grade students * Part A (MARS and NWEA) - [March 7, 8, 14] MARS = TBD AND NWEA = TBD or higher [Diagnostic Progression Test on April 26] Students in CCSS 6* Part A (MARS and NWEA)- [March 8, 9, 13] MARS = TBD AND NWEA = TBD or higher [Diagnostic Progression Test on April 26] Students in CCSS 6/7A * (currently called “Foundations”) Part A (MARS and NWEA)- [March 8, 9, 13] MARS = TBD AND NWEA = TBD or higher [Diagnostic Progression Test on April 26] * parents may exempt student from testing - student will matriculate to next class on current pathwayDRAFT 2.10.17

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Placement Assessment: Part A

1. MARS Performance Assessment

  • Tasks are grade-level formative performance assessment tasks with accompanying scoring rubrics

and discussion of student work samples.

  • Domains tested:

○ Concepts and Procedures ○ Problem Solving: Modeling and Data Analysis ○ Communicating Reasoning

  • Test:

○ Paper-pencil ○ 5 performance tasks ○ Completed in 2 periods over two days - approximately 240 minutes DRAFT 2.10.17

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Placement Assessment: Part A (cont’d)

  • 2. Northwest Evaluation Agency (NWEA) Measures of Academic Progress (MAP)
  • Domains tested:
  • Operations and Algebraic Thinking
  • Real and Complex Number Systems
  • Statistics and Probability
  • Geometry
  • Test:

○ Computer-adaptive: adjusts difficulty of questions based on how well the student answers the previous questions. Each student’s test is unique. ○ Selected response (multiple choice) ○ Approximately 50 questions ○ Completed in one period (approximately 60 minutes)

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Placement Assessment: Part B

Domain Progression Test

  • Students will be invited to take Part B based on results of Part A
  • There are two course-specific versions of this test:

○ Diagnostic Progression Test for CCSS 7B/8 will assess CCSS 6 and CCSS 7 standards (Number and Quantity, Geometry, Algebra). ○ Diagnostic Progression Test for Algebra will assess CCSS 8 standards (Number and Quantity, Algebra and Functions, and Geometry).

  • Test:

○ Shows conceptual gaps and concepts mastered in each of the three domains ○ Computer adaptive (adapts to student’s ability level) ○ Number of questions varies depending on student performance on test ○ 120 minutes ○ Selected response (multiple choice)

DRAFT 2.10.17

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Criteria and Rationale for Assessments

  • Objective, multiple measures
  • Aligns to CCSS math content
  • Transparent process
  • Informs placement and instructional level readiness of student
  • Performance Tasks (measures proficiency in problem solving and

communicating mathematical reasoning)

  • Selected Response (measures proficiency in mathematics concepts and

procedures)

  • Test instruments researched and vetted by other, similar districts

DRAFT 2.10.17

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Test Security, Validity and Reliability

  • Test Security: Tests are not available for public review because they are

used for placement purposes.

  • Test Validity: tests are mapped to the prerequisite standards for each

course, and cut-scores reflect that students have mastered the requisite skills for that course.

  • Test Reliability: Scoring is consistent and objective:

○ Teacher training to ensure uniformity in administration. ○ NWEA (Part A) and Domain Progression (Part B) are scored digitally. ○ MARS will be scored by SJSU Mathematics students and professors, who have been trained and monitored by Silicon Valley Mathematics Initiative staff.

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Methodology for Determining Cut Scores

Part A scores (NWEA and MARS) measure each student’s performance relative to a fixed set of predetermined criteria on standards students are expected to know in the next course on the math pathways. Part B scores (Benchmark Progression Test) measure each student’s performance against a predetermined passing percentage (cutscore) on standards that students are expected to have mastered prior to enrollment in the accelerated or compacted course.

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Timeline for Rising 6th Graders

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What Who When Part A: MARS Performance Assessment 5th Grade Students March 7th and 8th (Make-up March 9 and 10) Part A: NWEA 5th Grade Students March 14th (Make-up March 15th) Notification of math placement

  • r invitation to take Part B

5th Grade Students Week of April 10 Part B: Domain Progression Test 5th Grade Students who earn qualifying cut scores on Part A April 26 Notification of course placement Students who took Part B Early May DRAFT 2.10.17

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Questions

RMS Guidance Counselors:

Student Last Names A - L Angela Deans: adeans@saratogausd.org Student Last Names M - Z Laressa Mead: lmead@saratogausd.org

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You’re Invited! Math Workshop for Parents

Tues March 14th 9 am RMS Library

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