Redwood Middle School
Mathematics Courses, Pathways,
and Placement Process
Parent Information
April 25, 2017
Our purpose for meeting today:
Presentation
Purpose
Assist parents in understanding SUSD’s
math placement process and decisionmaking protocol
Attempt to dispel misunderstandings about
the implications of RMS students’ course
placements on future high school and
college opportunities
2
Welcome & Introductions
SUSD Math Learning Progressions:
SUSD Pathways
SHS Pathways
Presentation
Overview
What’s Changed in Math
Courses
Acceleration
Math Placement Assessment Criteria
Q&A
3
SUSD’s
Philosophy of
Mathematics
Instruction &
Learning
Student enjoyment of mathematics and
challenge at each one’s instructional level
Balanced approach to student learning,
including higher order thinking and best
mathematical practices
Balance of:
Focus - on fewer topics to help students go deeper
in their learning
Coherence – or interconnection – to link topics and
thinking strategies across the grades to help
students make important connections, recognize
patterns
4
Rigor -- strong command of math concepts to help
students with understanding, skills and
application of mathematics to real-world uses
2017-­‐18 SUSD General Educa5on Common Core State Standards (CCSS) Math Pathways & Placement CCSS 5 6th Grade:
KEY Placement based on Spring Assessments 7th Grade:
8th Grade:
CCSS 6 CCSS 7 CCSS 8 CCSS 6/7A CCSS 7B/8 CCSS Algebra CCSS 7B/8 CCSS Algebra CCSS Geometry (7A & 7B) Based on qualifying scores on Spring Assessments, an addiConal assessment will be administered to determine potenCal placement on accelerated path. Course Pathway (no assessment administered) Exhibit A
Board Approved
12.15.16
SUSD -­‐ SHS Math Pathways Grade
Grade Level Pathway
Compacted Pathway
CCSS 6
CCSS 6/7A
6th
Accelerated Pathway
CCSS 7B/8 (skip 1 ½ yrs)
7th
CCSS 7
CC7B/8
CCSS 7B/8
CCSS Algebra
CCSS Algebra
8th
CCSS 8
CCSS Algebra
CCSS Algebra
CCSS Geometry
CCSS Geometry
9th
Algebra 1
Geometry
Geometry
Enriched
Algebra 2 Honors
Algebra 2 Honors
10th
Geometry
Algebra 2
Algebra 2 Honors
Pre-Calculus Honors
Pre-Calculus Honors
11th
Algebra 2 or
Statistics in
Sports
Pre-Calculus
Pre-Calculus
Honors
Calculus AB or BC
(AP)
Calculus AB or BC (AP)
12th
Pre-Calculus
Calculus or
AP Statistics
Calculus or
Calculus AB (AP)
AP Statistics
AP Statistics
6
What’s Changed in Middle School Math Recently? •  Common Core has shiQed course content to lower grade levels, with phase-­‐in beginning in the 2014-­‐15 school year at RMS. •  This is Redwood’s first year of full implementaCon of Common Core State Standards in all math courses. •  Last spring, new math textbooks were adopted at RMS, and implemented for the first Cme in 2016-­‐17. 7
8
Grade Level 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
9
Compacted/Accelerated Course Pathway
6th grade: CCSS 6/7A
● 
● 
● 
● 
● 
● 
All CC 6 standards AND:
Integer Operations
Rational Numbers
Percents
Proportions
Two-Step Equations
> 7th grade: CCSS 7B/8
● 
● 
● 
● 
● 
● 
All CC 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
(or) Geometry in summer between 8th/9th - placement in 9th grade: Algebra 2 or Algebra 2 Honors
10
Anticipated placement in 11th grade: Calculus
Compacted/Accelerated Course Pathway
6th grade: CCSS 7B/8 > 7th grade: CCSS Algebra 1 > 8th grade: CCSS Geometry
● 
● 
● 
● 
● 
● 
All CC 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
11
Anticipated placement in 11th grade: Calculus (followed in 12th grade by AP Statistics or Advanced Math at West Valley)
Middle School Acceleration
1. Placing students into pathways too early should be avoided. It is not wise to ask
students to compact learning of the standards before grade seven.
2. Decisions to accelerate students into high school mathematics before ninth
grade should be based on solid evidence of prerequisite course content
mastery.
Reasons to accelerate in middle school:
Opportunity for well-prepared students to learn at their advanced instructional
level
Opportunity for well-prepared students to reach AP Calculus at a faster pace
College entrance competitiveness
Source: http://www.cde.ca.gov/ci/ma/cf/documents/mathfw-appendixd.pdf
12
RMS’s Compacted Courses
CCSS 6/7A and CCSS 7B/8
“Compacted”: compressed content, which requires a faster pace
to complete, but does not skip content.
Compacted Courses should include the same standards,
concepts, and skills as the non-compacted courses in support of
a continuous progression of learning (without gaps in knowledge
and skills).
Source: http://www.cde.ca.gov/ci/ma/cf/documents/mathfw-appendixd.pdf
13
Middle School Acceleration Impact
Optimal design of acceleration should be compaction, not skipping standards
Students who enter a course path, and are not adequately prepared, typically face
negative consequences
Given that CCSS Math concepts are not reviewed from course to course,
Student distress frequently results from acceleration
Pressure and failing grades “turn students off” to math
Less time for students to practice and apply new information
Large increase in homework
After-school obligations compete with additional math homework load
Acceleration before the 7th Grade is discouraged by the California State Department of
Education and the CA Mathematics Framework
14
Criteria and Rationale for Assessments
Objective, multiple measures
Aligns to CCSS math content
Transparent process
Cut-scores anchored to normed national or state assessments
NWEA grade-level percentiles
MARS consortium Level 1-4 (4 being the highest level)
Informs placement and instructional level readiness of student
NWEA’s computer-adaptive multiple choice test (measures proficiency in mathematics concepts and procedures)
MARS Performance Tasks (measures proficiency in problem-solving and communicating mathematical reasoning)
Test instruments have been researched and vetted over decades and are used by similar districts to inform math course
placement
15
Test Security, Validity, 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
Test Reliability: Scoring is consistent and objective:
Teacher training to ensure uniformity in administration.
NWEA (Part A) and Course Content (Part B) are scored digitally.
MARS (Part A) were scored by SJSU Mathematics students and professors, following strict
protocol - facilitated, monitored, and audited by Silicon Valley Mathematics Initiative staff.
16
Math Placement
Assessment
Part A
Part B
Description
Concepts Measured
NWEA
(Northwest
Evaluation
Association)
● 
● 
● 
● 
● 
● 
● 
Computer-adaptive
Selected response (multiple choice)
~ 50 questions
Completed in one period
Common Core aligned
Computer-adaptive
Norm-referenced
● 
● 
● 
● 
Number & Operations
Algebra & Algebraic Thinking
Measurement & Data Placement
Geometry
MARS
(Mathematics
Assessment
Resource
Service)
● 
● 
● 
● 
● 
● 
● 
● 
Paper-pencil
5 performance tasks
Completed in 2 periods
Common Core aligned
Grade-level
Performance tasks
Consortia- referenced
Modifications for ELs
● 
● 
● 
● 
Problem Solving
Modeling/Data Analysis
Concepts and Procedures
Communicating Reasoning
Course
Content
Assessment
● 
Shows conceptual gaps and
concepts mastered
Computer adaptive
Number of questions varies
120 minutes
Selected response (multiple choice)
Common Core aligned
Computer-adaptive
● 
● 
● 
● 
● 
● 
For rising 6th graders for consideration of placement in CCSS 7B/8:
CCSS 6 and CCSS 7A standards in:
○ 
Number and Quantity
○ 
Geometry
○ 
Algebra
For rising 7th graders for consideration of placement in CCSS
Algebra: CCSS 8 standards in:
○ 
Number and Quantity
○ 
Geometry
○ 
Algebra and Functions
17
Status of Cut Scores
Students’ course placements for 2017-18 will remain in-effect and
recommended until score levels on MARS consortia-wide are available,
possibly by Friday.
Current students’ MARS cut-off scores are based on previous years’ score
ranges, but SUSD will await finalization of the school consortia cut-scores.
The sampling spans 53 public and private schools and districts--mostly from
the Bay Area.
18
Ques5ons & Answers 19
Questions
RMS Guidance Counselors:
Student Last Names A - L
[email protected]
Student Last Names M - Z
[email protected]
Angela Deans:
Laressa Mead:
20
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 reassessments.
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
21
shall be final.