Mathematics Courses, Pathways, and Placement Process Parent Information For 5th Grade Parents

Size: px

Start display at page:

Download "Mathematics Courses, Pathways, and Placement Process Parent Information For 5th Grade Parents"

Jayson Oliver
5 years ago
Views:

1 Redwood Middle School Mathematics Courses, Pathways, and Placement Process Parent Information For 5th Grade Parents February 8 & 9,

2 Welcome & Introductions Setting the Context SUSD Math Learning Progressions: Presentation Overview SUSD Math Placement Process: Pathways Courses Prerequisite Knowledge and Standards Acceleration Overview Part A Part B Criteria Timelines Q&A (questions taken on notecards) 2

3 Philosophy of Teaching Math K- 12 Coherence & SMP Connections & Coherence eny > Big Ideas Math Alignment Elementary to Middle School Middle School Instructional Materials 3

4 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 4

5 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 of math concepts to help students with understanding, skills and application of mathematics to real-world uses 5

6 Coherence: Think Across Grade Levels 6

7 Standards for Mathematical Practices 7

8 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 of memorization that we have seen in the past. RMS Math Teachers are articulating with 5th grade teachers to ensure a smooth transition. 8

9 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. 9

10 SUSD Math Learning Progressions RMS Math Course Descriptions RMS Math Prerequisites Standards for Mathematics Practice Courses with standards on each Pathway Acceleration & Compaction 10

2017-18 SUSD General Education Common Core State Standards (CCSS) Math Pathways & Placement CCSS 5 6th Grade: 7th Grade: 8th

based on Spring Assessments Based on qualifying scores on Spring Assessments, an additional assessment will be administered

11 SUSD General Education Common Core State Standards (CCSS) Math Pathways & Placement CCSS 5 6th Grade: 7th Grade: 8th Grade: CCSS 6 CCSS 7 CCSS 6/7A CCSS 7B/8 CCSS Algebra CCSS 7B/8 CCSS Algebra CCSS Geometry (7A & 7B) CCSS 8 KEY Placement based on Spring Assessments 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) Exhibit A Board Approved

12 RMS Math Courses 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, 12 data analysis and displays, exponents and scientific notation; 8 SMP

13 RMS Math Courses (cont d) 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 13

14 RMS Math Courses (cont d) Course Description Math Essentials RSP Math Class Math Basics Special Day Math Class 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) 14

15 Grade Level (State Standards) Course Pathway 6th grade: CCSS 6 > 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 7th grade: CCSS 7 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 > 8th grade: CCSS 8 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 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. Anticipated placement in SHS in 9th grade: Algebra 1 Anticipated placement in 12th grade: Pre-Calculus 15

16 Compacted/Accelerated Course Pathway 6th grade: CCSS 6/7A All CCSS 6 standards AND: Integer Operations Rational Numbers Percents Proportions Two-Step Equations > 7th grade: CCSS 7B/8 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 > 8th grade: CCSS Algebra 1 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 16

17 Compacted/Accelerated Course Pathway 6th grade: CCSS 7B/8 > 7th grade: CCSS Algebra 1 > 8th grade: CCSS Geometry 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 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 17 Math at West Valley)

18 RMS Math Course Prerequisite Knowledge 18

19 Middle School Acceleration Decisions to accelerate students into the CCSS for high school mathematics before ninth grade should not be rushed. 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 19 Achieve Pathways Group/CCSS for Mathematics:

20 Compacted Courses Compacted : compressed content, which requires a faster pace to complete, as opposed 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: 20

21 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 21

22 SUSD Math Placement System Components of Placement Assessment System Criteria Administrative Regulation Timelines 22

23 Overview of Administrative Regulation (AR ) 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. 23

24 Testing: Who, What, When? 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 pathway 24

25 25

26 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 26

27 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) 27

28 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) 28

29 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 29

30 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. 30

31 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. 31

32 Timeline for Rising 6th Graders 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 or 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 32

33 Questions RMS Guidance Counselors: Student Last Names A - L Angela Deans: adeans@saratogausd.org Student Last Names M - Z Laressa Mead: lmead@saratogausd.org 33

34 You re Invited! Math Workshop for Parents Tues March 14th 9 am RMS Library 34

Mathematics. Mathematics

Mathematics. Mathematics Mathematics Program Description Successful completion of this major will assure competence in mathematics through differential and integral calculus, providing an adequate background for employment in