Math Placement Overview for Parents, Study notes of Algebra

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Redwood Middle School

Math Placement Overview for Parents

February 4-5, 2019

Presentation Overview

❖ Goal of Math Placement

❖ RMS Math Pathways

❖ Math Placement Tests and Qualifying Scores

❖ Flexibility

❖ Teacher Feedback

❖ Summer Coursework

❖ Fall Checkpoint

❖ What does this all mean for your student?

RMS Math Pathways

Pathways Chart

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

Math 6 Math 7 Math 8

Math 6/7A

Math 7B/

Math 7B/8 Algebra 1

Algebra 1 Geometry

5th Grade:

Fifth Grade Math

Elementary to Middle School Transition

6th Grade:

Math 6

Math 6/7A

Math 7B/

5th Grade:

Fifth Grade Math

Student is best prepared to succeed and will be

challenged to learn grade-level content at the

grade-level pace.

Student is best prepared to succeed and will be

challenged to learn grade-level content and half of the

next level at a faster pace.

Student has gained proficiency in Math 6/7A content

outside of SUSD and is best prepared to succeed and

will be challenged to learn the next levels of content at

a faster pace. 7

Math Support Options at RMS

Special Education Course Students Served

Math Essentials RSP (Resource Specialist Program) Math Class

Math Basics; Functional Math SDC (Special Day Class) Math Class

General Education Course Students Served

CCSS 6 Math Advisory 6th graders in Math 6 who need additional support (A period)

CCSS 7 Math Advisory 7th graders in Math 7 who need additional support (A period)

CCSS 8 Math Advisory 8th graders in Math 8 who need additional support (A period)

Summary of Placement Tests

To qualify for accelerated courses (red solid/dotted arrows):

● MARS* (in early spring during school day)

● NWEA** (in early spring during school day)

To inform parent/student choice where there is flexibility to skip

course content (red dotted arrows); required if interested in

skipping:

● Course End-of-Course Test (in early spring after school hours)

• MARS = Mathematics Assessment Resource Service

** NWEA = Northwest Evaluation Association 10

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

Math 6 Math 7 Math 8

Math 6/7A

Math 7B/

Math 7B/8 Algebra 1

Algebra 1 Geometry

5th Grade:

Fifth Grade Math

To qualify: MARS = 3 AND NWEA = 60th to 89th percentile (225 to

To qualify: MARS = 4 AND NWEA ≥ 90th percentile (≥ 242)

To qualify: MARS = 3 to 4 AND NWEA ≥ 84th percentile (≥ 242)

To qualify: MARS = 4 & NWEA ≥ 90th percentile (≥ 247)

To qualify: MARS = 3 to 4 AND NWEA ≥ 85th percentile (≥ 247)

To inform: End-of-Course Math 6/7A Test ≥ 70%

To inform: End-of-Course Math 6/7A Test ≥ 70%

To inform: End-of-Course Math 7B/8 Test ≥ 70%

To inform: End-of-Course Math 8 Test ≥ 70%

Qualifying Scores

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

Math 6 Math 7 Math 8

Math 6/7A

Math 7B/

Math 7B/8 Algebra 1

Algebra 1 Geometry

5th Grade:

Fifth Grade Math

Flex

Flex

Flex Flex

Flex

Flexibility Points

To qualify: MARS = 3 AND NWEA = 60th to 89th percentile (225 to

To qualify: MARS = 4 AND NWEA ≥ 90th percentile (≥ 242)

To qualify: MARS = 3 to 4 AND NWEA ≥ 84th percentile (≥ 242)

To qualify: MARS = 4 & NWEA ≥ 90th percentile (≥ 247)

To qualify: MARS = 3 to 4 AND NWEA ≥ 85th percentile (≥ 247)

To inform: End-of-Course Math 6/7A Test ≥ 70%

To inform: End-of-Course Math 6/7A Test ≥ 70%

To inform: End-of-Course Math 7B/8 Test ≥ 70%

To inform: End-of-Course Math 8 Test ≥ 70%

Summary of Flexibility Options

● Flexibility means that parents/students can make an informed decision to choose within one

level of the course for which they qualify (i.e., based on MARS and NWEA qualifying scores)

○ Example: A rising 6th grader who qualifies for Math 6/7A (i.e., MARS = 3 and NWEA =

60th to 89th percentile) can “flex” into Math 7B/8, by taking the Math 6/7A End-of-Course

Test

○ Note: Rising 6th graders who qualify for Math 7B/8 and students of any grade level who

qualify for Algebra 1 may not flex beyond those courses

● There are five flexibility points (four more than 2017-18 pathways)

● If parents/students do not accept course placement based on qualifying assessment results,

they will sign a “flexibility letter of agreements”

○ Earning D+ or lower in the first six weeks of school - student will automatically be

moved to the original placement based on qualifying assessment results

● Teachers will communicate with parents when students are struggling during the first six

weeks of school

Flex

Teacher Feedback

Process :

Upon request, teachers will provide additional feedback to

students after spring assessments, if those teachers have

specific input that might be helpful for parents/students to

make an informed decision about their placement.

Rationale :

● Parent survey: 77% desire to include teacher recommendation in the

placement process

● RMS math teacher survey: 4 of 7 (57%) desire to include teacher

recommendation in the placement process

Summer Coursework

Fall Checkpoint

Fall Checkpoint

The purpose of the Fall Checkpoint is to identify students who are

grossly misplaced in the preceding spring.

For students who may be grossly misplaced, a district team,

comprised of math teachers and administrators, will review the

preceding spring’s SBAC overall scaled scores on previous

grade-level standards in mathematics and SUSD’s spring

placement test results (MARS and NWEA), as well as classroom

performance in the early weeks of the new school year, to

determine if misplacements have occurred.