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Elementary to Middle SchoolMath Pathways and Placement
March 30, 2017
Agenda• Welcome and Introductions
Principal CKMS ‐Michelle Trifunovic• Pathway Overview
Executive Director of Secondary Education ‐ Ruth Moen • Pathway Descriptions
Secondary Math Specialist ‐ Holli Dexheimer Middle School Teacher Leader ‐ Carolyn Phelps
• Placement Process for Middle School Transition Asst. Superintendent of Teaching & Learning ‐ Jeff Hogan
• Advancement Process Holli Dexheimer & Carolyn Phelps Ruth Moen
• Timeline Review/Summary • Questions and Answer ‐Math Team • Closure
Goals for Tonight’s Presentation• Review of the Math Pathways
• What are the Math Pathways?• How is it going?
• Answer Important Questions• How are students initially placed on a Pathway?• How do students change Pathways?• What is the process to Request Advancement to another Pathway?• What are the high school Math Pathways?
District Math Pathways Team
Jeff D’Ambrosio—Principal, TFMS
Mark Allen—Assistant Principal, CKMS
Chris Blake—6th Grade Math Teacher CKMS
Mickey Fowler—6th Grade Math Teacher CKMS
Johanna Lasher—6th Math Teacher, TFMS
Jodi Zygar—6th Math Teacher, TFMS
Alison Means—7th Grade Math Teacher, CKMS
Carolyn Phelps—8th Grade Math Teacher/Instructional Coach, TFMS
Julie Gardunia—5th Grade Teacher, NBES
Ryan Aker—High School Math Teacher, MSHS
John Coulon—Counselor, TFMS
Jay Jay Ross—Elementary Instructional Coach
Holli Dexheimer—Secondary Math Specialist
Gayle Smith—Assessment Program Specialist
Angela Zwiefelhofer—Assessment Data Analyst
District Administrators—Jeff Hogan, Ruth Moen,Dan Schlotfeldt
Why We Created Math Pathways• Clearly define data‐driven benchmarks for initial placement
• Provide clear communication about best placement practices
• Support and monitor the implementation of Common Core
• Build a stronger foundation to ensure all students have success in Math
• Prepare all students for college and careers
Core
Accelerated
Exceptional
Math Pathway Map(page 3)
Math Pathways (page 2)
Students who pursue the Core Pathway through middle school and then continue through Algebra 1, Geometry, and Algebra 2 will have the opportunity to complete Algebra 3 or Pre‐Calculus in high school and will be ready to pursue college‐level math courses after graduation.
Math Pathways (page 2)
Students who demonstrate readiness for and pursue the Accelerated Pathway through middle school and complete Pre‐Calculus in high school will also be college‐ready and will have had an opportunity to complete at least one additional higher level math course such as Calculus or Statistics in the senior year of high school.
For those students who demonstrate readiness for and pursue the Exceptional Pathway through middle school and complete Pre‐Calculus as sophomores, there is an opportunity to take at least two additional higher level math courses such as Calculus and Statistics in the junior and senior years of high school.
Math Pathways (page 2)
Middle School Mathematics Courses (descriptions on pages 14—17)
Topics in the Middle School Mathematics Courses are aligned with the Common Core State Standards for Mathematics.Instruction emphasizes the Common Core Standards for Mathematical Practices that are integral to the coherence, focus and rigor necessary to develop students’ ability to make sense of problem situation.
Courses include:Sixth Grade Seventh Grade Eighth GradeCommon Core 6 Common Core 7 Common Core 8Common Core 6/7 Common Core 7/8 Algebra 1Common Core 7‐8 Algebra 1 Geometry
5th to 6th Grade Placement for 2017‐2018(pages 4 & 5)
Placement is based on measures of student aptitude (CogAT) and student achievement (ITBS).
CogAT and ITBS results are converted to domain points and combined to a single Domain Score.
Criteria for 6th Grade Math Placement
Most students will begin middle school math on the Core Pathway to establish a firm foundation in
mathematical concepts and practices.
5th to 6th Grade Placement for 2017‐2018(pages 4 & 5)
Exceptional Pathway • Domain Score (10 and above)• Students and families are responsible for skipped content through on‐line texts, tutors, Khan Academy, etc.
Accelerated Pathway• Domain Score (4–9)• SBAC (4)/STAR (above standard)
Percent of SVSD 6th Grade Students on Each Pathway
0
10
20
30
40
50
60
70
80
90
Core Accelerated Exceptional
6th Grade Pathway Distribution ‐ 3 Years
2014‐15 2015‐16 2016‐17
What SVSD Teachers Say about Math Pathways• 6th grade is a pivotal time for student growth
• Strong alignment of standards, curriculum, pacing and assessment at both middle schools
• Teacher perception is that very few students were over or under placed in grades 6 ‐ 8
• 5th grade teachers are supportive of providing feedback on Mathematical Practices rather than recommending placement
Early Monitoring of Student ProgressAll 6th grade students are evaluated in the Fall (using internal at‐risk indicators, grades, assessments, and attendance)
Key Take‐Aways:• Students in the Accelerated and Exceptional pathways were doing well (mostly A’s and B’s)
• Students who requested advancement whether they were approved or denied, were doing well in their classes (mostly A’s and B’s)
• Early identification of all struggling students enables coordinated additional interventions plus their classroom experience
Number of F’s in Math by Grade Level (all students)
2014‐2015(end of year—2nd
semester)
2015‐2016(end of year—2nd
semester)
2016‐2017(mid‐year—1stsemester)
6th 11 4 107th 29 10 48th 26 4 69th 43 13 4
Total 109 31 24
Opportunities for
Advancement(page 3)
Math Advancement Request Process (pages 8 & 9)
• Requests will be addressed in a formal process.
• Requests must be submitted by the stated deadline which will be no less that 10 working days from parent notification.
• Requests will be reviewed by a Multi‐Disciplinary Advisory Team:• Math Instructional Coach• Middle School Principals• At Least One Math Teacher from each Middle School• Middle School Counselor• Director of Secondary Education
• Parent Notification Letter sent home
6th–7TH Grade Transition: Opportunity for Advancement (page 6)
Most students will continue with the next math course in their Pathwaysequence. Students that demonstrate readiness for advancement cansubmit an advancement request.
SIXTH GRADE ACADEMIC READINESS TO ADVANCEMENT
*5th grade SBAC scores are used since 6th grade SBAC scores aren’t available until late June
Note that families can submit an Advancement Request even if all academic readiness criteria are not met.
Data Sources Used for Advancement Requests
• Initial placement data
• STAR Math
• SBAC Scores
• Unit Assessments
• Parent Input
• Common Core Mastery Screeners
• Teacher Input (Mathematical Practices)
Mathematical Practices—How students work and express what they know (page 13)
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Changing Math Pathway
in High School(limited course descriptions
on pages 18‐19)
Students are prepared for college admission requirements including
the new SAT after Algebra 2.
• Does my child have a natural affinity for math? Or, does my child have to work hard to understand math?
• Does my child want to accelerate? What are my child’s reasons?
• Does my child take ownership for his/her learning? Does my child do homework without teacher or parent prompting?
• Does my child turn work in on time without reminders?
• Does my child have good time management skills?
• Is my child organized?
Student Social and Emotional Readiness (page 7)
• Can my child balance school work and extra‐curricular activities while caring for physical and emotional health?
• Does my child use effective coping skills when frustrated?
• What additional demands for time might my child face in high school that might impact a decision to accelerate in middle school (work, sports, community involvement)?
• Does my child consistently score well on assignments and assessments without retakes or extraordinary effort?
• Does my child have excellent attendance?
• Is my child able to complete math homework and prepare for tests with minimal help outside of school?
Student Social and Emotional Readiness (page 7)
Current Pathways TimelineMarch 2017‐ June 2017
• March 29th ‐ Fall City Elementary 5th Grade Parent Night• March 30th ‐ 5th Grade Parent Night• April 6th ‐ Teacher Meeting about Math Pathways & Placement• April 6th ‐ Parent Letters Mailed Home• May 1st ‐ Deadline for Advancement Requests• June ‐ Notification of Advancement Request Decisions
5th grade parents evenings are scheduled for each school
CKMS April 20th 7:00 PM TFMS May 10th 6:00 PM
In Summary:
Commitment of educators to support all students and improve instruction Commitment to providing students equitable access to rigorous coursework Common multiple data points to evaluate student placement accurately Consistent communication with all educators and parents Increased achievement results Flexibility factors in pathway movement
Special Appreciation goes to the District Math Pathways Team for sharing their time, expertise and focus on student learning and success.
CKMS Library Twin Falls
Thank You for Attending