Common core mathematics pathway overview College and Career Readiness ESCN Common core mathematics pathway overview Helping our students Excel

agenda Question and answer sessions High School Acceleration Options Changes in CC Math Courses Information about middle school pathways High School Acceleration Options Question and answer sessions Focus points: Share the Agenda for the presentation: We will look at changes and shifts in the current CC math courses from the previous courses. We will look at information about the mathematics pathways students will take during their middle school years. Next, we will look at math course acceleration options for students once they enter high school. We will also have a Q & A session to clarify any questions or concerns,

Common Core (CC) State Standards 1997 California State Standards Adopted 2010 Common Core (CC) State Standards Adopted by 45 states 2014-2015 Implementation of Common Core (CC) Math Courses ‘95 2000 2005 2010 2015 Focus points: There is a five-part animation: In order to understand the implementation of the Common Core State Standards, it will be critical to look at the history of standards adoption in California. The CA standards were adopted in 1997, and within the same year STAR testing was established. The following year, in 1998, the Stanford 9 was introduced. In 2001 the CSTs were introduced, with the final CSTs being administered in 2013. In 2010, the CCSS were adopted by 2010, with full implementation of the math courses during the 2014-2015 school year. Now you may have heard that states are boycotting the Common Core Standards through news and media. The standards are not what is being scrutinized, but rather the process of assessing those standards. Here is California we use a company called, SBAC Smarter Balanced Assessment Consortium. And this is an organic process that is still being addressed. 2013 Final CST 1998 Stanford 9 2001 CSTs 1997 STAR Testing Established

Some Changes for Math with CCSS STATE AND COLLEGE APPROVED Some Elementary concepts have shifted to 6th Grade Math Geometry has new concepts; Transformational Geometry and Statistics Some Trig, Math Analysis, and Statistics concepts have shifted to Algebra 1 & 2 Trig & Math Analysis are no longer offered as courses, they are replaced by Pre-Calculus New 8th Grade Math Course Focus points: The Common Core State Standards for Mathematics are both state and college approved. There have been some shifts in math courses, which include the following to note: There were concepts that were previously found in the elementary standards that have now been shifted up to the 6th grade math course, specifically Statistics. Concepts that were previously in the high school courses Trigonometry, Math Analysis, and Statistics have now been embedded in to both Algebra 1 and Algebra 2. The courses Trigonometry and Math Analysis will no longer be offered. These courses are replaced as Pre-Calculus In the high school Geometry course, new concepts that are emphasized include transformational geometry and statistics. Due to these changes / shift a new course for middle school was developed. An 8th grade math course, which is the new gateway course to high school math.

They are a call to take the next step.” New Course for CCSS-M NOT YOUR MOTHER’S ALGEBRA 1 (based on sample “Traditional” pathway in CA Framework by LACOE)   Common Core Grade 8 Pre-Algebra Some 1997 High School Geometry 1997 Algebra 1A Algebra 1 1997 Algebra 1B 1997 Algebra 2A Some AP Statistics Topics Geometry More 1997 High School Geometry Transformational Geometry  Common Core Algebra 2 1997 Algebra 2B 1997 Trigonometry Some Math Analysis Focus points: This “Not Your Mother’s Algebra 1” slide provided by the Los Angeles County Office of Education (LACOE) illustrates the topic shifts in comparison the old California Standards (CST) beginning with CC Math 8. These shifts include the following: Topics that have been previously identified as pre-Algebra will now be included in the CC Math 8 course. Additionally, topics that were previously in the 1997 Geometry and Algebra 1A courses are now included in CC Math 8. CC Algebra 1 includes topics that were in the second part of Algebra 1 (Algebra 1B), and then some courses that were previously in the first semester of Algebra 2. There are also some topics in CC Algebra 1 that were previously in the Advanced Placement Statistics course. In CC Geometry, there are also some topics that were previously found in AP Statistics. There is also an emphasis in transformational geometry, which is differs from the previous 1997 Geometry course. CC Algebra 2 includes topics from the second semester of the 1997 Algebra 2. CC Algebra 2 also includes topics from the Trigonometry course and some topics from the Math Analysis and AP Statistics courses. The takeaway: The CC Math 8 course is the gateway course to the higher math course, and several topics have been shifted across courses. CC Math 8 is a critical course for students to succeed in during their last year of middle school. These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step.” - CCSS (2010, p.5)

California Department of Education CDE: CC Math8 Course http://www.cde.ca.gov/be/cc/cd/documents/julyiqccourseplacemt.doc “Acceleration Options” (DOC) Focus points: Let’s take closer look at the California Department of Education’s description of the CC Math 8 course. Read the highlighted portion The state framework shows the importance of the Grade 8 Math Course and how it has became the new gateway course for higher level math, as well as how Algebra 1 had shifted to high school.

California Department of Education CDE: CC Math8 Course http://www.cde.ca.gov/be/cc/cd/documents/julyiqccourseplacemt.doc “Acceleration Options” (DOC) Focus points: The CA Framework also describes how students may accelerate to prepare for higher mathematics courses by compacting courses (animate circles around “compacted” and “accelerated”). Compacting means to compress content, which may entail the teacher and students working at a faster pace to complete the content. There is no skipping of standards within the compacted courses to accelerate to higher mathematics courses. By compacting courses in the middle school grades, students can be allowed to enter Geometry by the time they enter high school. With the California standards, student would simply skip course to get ahead. With the Common Core standards, students can still get ahead, but can no longer skip courses or rather standards. Therefore they must move at a faster pace.

Pathways as determined by State Framework Pathway offered by LAUSD Pathway offered by LAUSD Focus points: As prescribed by the CA State Framework from the California Department of Education, LAUSD has determined course pathways for student matriculation into Algebra 1 and Geometry in middle school. As of today, LAUSD is the only school district in the area that have developed a pathway in which students can complete Geometry in middle school. Also note that the earliest a student can take Algebra 2 is in high school. Per State Framework Alg 2 is in High School http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

Middle SCHOOL MATH ACCELERATION College and Career Readiness Middle SCHOOL MATH ACCELERATION Focus points: We are going to look at the middle school acceleration path to understand which courses students may take as they leave elementary school and segue into middle school.

A LOOK AT THE LIVES OF 3 STUDENTS Jenna Sam Kayla Jenna likes Art Science English She plays Tennis The Piano Grades Math - 3 Social Studies - 3 Science - 4 Reading - 4 Sam likes Robotics Art English He plays Soccer Chess Grades Math - 4 Social Studies - 4 Science - 4 Reading - 4 Kayla likes Acting Math Science She plays The flute Soccer Grades Math - 4 Social Studies - 3 Science - 4 Reading - 3 Focus points: We will take a look at the current pathways offered by the CDE by looking at the lives of 3 fictitious students: Jenna, Sam, and Kayla (Read the specs on each student)

2014-2015 Common Core (CC) MATHEMATICS PATHWAYS & COURSES 6th Grade 7th Grade 8th Grade CC Math6 CC Math7 CC Math8 Accelerated Accelerated CC Math7 CC Algebra 1 Alt. Acc. Alt. Acc. CC Math6/7 CC Gr 8/Alg 1 CC Geometry Traditional Accelerated (6th Grade Exam) Focus points: Let’s look at each pathway as identified by the CDE in the California Framework. Like 95% of our LAUSD population, Jenna represents the student who will enter the traditional pathway, where she will take CC Math 6 in 6th grade, CC Math 7 in 7th grade, and CC Math 8 in 8th grade. Toward the end of 6th grade, all students will take a 6th grade Summative exam to determine acceleration in 6th grade. Sam represents the 4% of students in the LAUSD population that will accelerate beginning in 7th grade (known as the Accelerated Pathway), and take the Accelerated Math 7 course and Accelerated CC Algebra 1 in 8th grade. The pathway Kayla will enter is known as the Alternate Accelerated Pathway, which about 1% of the LAUSD population. This is a unique pathway designed for students with an extremely high mathematics aptitude. Students may only enter this pathway based on their results from a 5th grade criteria, which we will discuss in a few moments. Alternative Accelerated (5th Grade Criteria)

A Closer Look: CCSSM Accelerated Pathway 4 Courses in 3 Years 6th Grade 7th Grade 8th Grade CC Math6 Accelerated Accelerated CC Math7 CC Algebra 1 Middle School Accelerated (6th Grade Exam) Focus points: We did not discuss Jenna’s pathway as she is the traditional pathway and simply takes three math courses in the 3 years. For Sam, the Accelerated Pathway, 4 courses are compacted into three years in middle school. Students will take CC Math 6th and take the 6th grade exam at the end of the year to determine placement for 7th grade. If Sam scores either proficient or advanced on the 6th grade exam, they will be placed into Accelerated CC Math 7 for 7th grade, where he will take the entire CC Math 7 course, plus the first half of the CC Math 8. After completing Accelerated CC Math 7, Sam will take Accelerated Algebra 1, where he will take the second half of CC Math 8, and all of the HS CC Algebra 1. Ultimately, Sam will take 4 math courses in his three middle school years. Compacted Content / Standards Addressed Last CC Math8 + CC Algebra 1 1 Courses ½ CC Math6 1 Course CC Math7 + First CC Math8 1 Courses ½ TOTAL =

A Closer Look: CCSSM Alternative Accelerated Pathway 5 Courses in 3 Years 6th Grade 7th Grade 8th Grade Alt. Acc. Alt. Acc. CC Math6 CC Algebra 1 CC Geometry Middle School Alternative Accelerated (5th Grade Criteria) Focus points: In the Alternate Accelerated Pathway, 5 courses are compacted into three years in middle school. After passing the 5th grade Criteria exam the following will occur for Kayla: Kayla will take CC Math 6th and CC Math 7th during their 6th grade year. She will still take the 6th grade summative exam toward the end of 6th grade. In 7th grade, Kayla will take the CC Math 8 course and CC Algebra 1. In 8th grade, Kayla, will take CC Geometry, which is a high school math course. Kayla will take a total of five (5) courses in three years, two of which are high school courses. Compacted Content / Standards Addressed CC Math6 + CC Math7 2 Courses CC Math8 + CC Algebra 1 2 Courses CC Geometry 1 Course TOTAL =

5th Grade Placement Criteria 02-19-2015 School Criteria Parent Criteria Student Criteria Mandatory School PD for schools participating Mandatory parent education meeting to share program components Parent compact Appropriate credentialed teachers (single subject or supplemental credential in Mathematics) Mandatory parent education meeting attendance Sign parent compact Student must have a score of 4 in math on all report cards for grades 4 and 5. Teacher recommendation(s) Administrator recommendation If both parent and student have met the above criteria, student will be eligible to take the sixth grade placement exam. Student must receive a score of proficient to enter program. Focus points: In February, LAUSD released a 5th Grade Placement Criteria bulletin, which outlines criteria for schools who wish to offer the Alternate Accelerated Pathway. Schools: must offer mandatory professional development to both staff and the parent community to clarify the commitment to being in this pathway. Schools must also have the appropriately credentialed teachers to teach CC Math courses. Parents: must attend a mandatory meeting to understand the commitment of this pathway, as well as sign a parent compact. Students: must receive 4’s in math in both 4th and 5th grade, and be recommended by their elementary teacher and administrator. Students must also receive a proficient score on the 5th grade placement criteria to enter the program. If students do not meet all the criteria, but parents still wish for them to be assessed, they may appeal to have them assessed. The assessments will take place anytime from May 18 – 29 at the elementary school they attend.

HIGH SCHOOL MATH ACCELERATION College and Career Readiness HIGH SCHOOL MATH ACCELERATION Focus points: Let’s look more closely at high school math acceleration.

High School Acceleration Pathway What if you don’t accelerate in middle school? What if you accelerated in middle school, where will you end up? How do you end up enrolling in higher math courses, such as AP Calculus and AP Statistics & Probability? Entering 9th Grade starting with Algebra 1 Entering 9th Grade starting with Geometry Entering 9th Grade starting with Algebra 2 Focus points: Many parents wonder if their children will be able to have other opportunities to accelerate if they don’t in middle school. We will take a look at acceleration for Jenna (who is in the traditional pathway and will enter Algebra 1 in 9th grade); Sam (who is in the Accelerated pathway and will enter Geometry in the 9th grade); and Kayla (who is in the Alternate Accelerated pathway, and will enter Algebra 2 in the 9th grade).

HIGH SCHOOL Math Pathways Starting point: Algebra i CC Algebra 1 CC Geometry CC Algebra 2 Other higher level math course H Advanced Math AP Calculus *AB Intro to Data Science AP Statistics or Pre-Calculus Grade 9 Grade 10 Grade 11 Grade 12 Students can take AP Calc AB or BC Focus points: With the starting point of CC Algebra 1 in 9th grade: Jenna will take CC Algebra in 9th grade, CC Geometry in 10th grade, and have the option to take the following courses in 11th grade: CC Algebra 2 (where she can go on to take another higher level math course in 12th grade); Honors Advanced Math (which will allow her to take AP Calculus AB or Calculus BC in 12th grade depending on her grade and teacher recommendation); Honors Advanced Math is a new course that allows students to accelerate in high school by completing Algebra 2, Pre-Calculus, and begin Calculus concepts. Or a newly offered course, Introduction to Data Science (which will allow Jenna to take AP Statistics or Pre-Calculus in 12th grade). The takeaway: in the traditional pathway, students will still be able to take AP math courses by their senior year.

HIGH SCHOOL Math Pathways Starting point: geometry CC Geometry CC Algebra 2 Pre-Calculus AP Calculus AB H Advanced Math AP Calculus *AB Other higher level math course or AP Calculus BC Intro to Data Science AP Statistics or Pre-Calculus Other higher level math course Grade 9 Grade 10 Grade 11 Grade 12 Focus points: With the starting point of CC Geometry in 9th grade: Sam will take CC Geometry in 9th grade, either CC Algebra 2, Honors Advanced Math, or Intro to Data Science in 10th grade, and have the option to take the following courses in 11th grade: Pre-Calculus (and enter AP Calculus AB in 12th grade); AP Calculus AB (students may enter Calculus BC in 12th grade or other higher level mathematics course); AP Statistics or Pre-Calculus (students may enter another higher level math course in 12th grade).

HIGH SCHOOL Math Pathways concurrent enrollment CC Algebra 1/ Concurrently CC Geometry CC Algebra 2 Pre-Calculus AP Calculus AB H Advanced Math AP Calculus AB* Other higher level math course or AP Calculus BC Intro to Data Science AP Statistics or Pre-Calculus Other higher level math course Grade 9 Grade 10 Grade 11 Grade 12 New Option with CCSS-M Focus points: There are new options in CCSS-M, which is to concurrently enroll in Math courses for acceleration. For example, Jenna can enroll in CC Algebra 1 and CC Geometry within the same academic year to accelerate more quickly and take other higher level mathematics courses during her high school career. This will allow her acceleration in high school to be on par with Sam, while having the gift of time in middle school.

HIGH SCHOOL Math Pathways Starting point: Algebra 2 CC Algebra 2 Pre-calculus AP Calculus AB Other higher level math course or AP Calculus BC AP Statistics Grade 9 Grade 10 Grade 11 Grade 12 H Advanced Math AP Calculus AB* Other higher level math course or AP Calculus BC Other higher level math course or AP Statistics Grade 9 Grade 10 Grade 11 Grade 12 Focus points: For students in the Alternate Accelerated Pathway, there are different starting points to take once matriculating into high school. Kayla could begin high school by taking CC Algebra 2 and then advance to the higher level math courses in 10th, 11th and 12th grades. She could also begin in Honors Advanced Math, and take AP courses in 10th, 11th, and 12th grades.

Differentiating to meet the needs of all STUDENTS Traditional Pathway (Jenna) Begins with CC Math 6 Can end with AP Calculus AB, BC or AP Statistics Possibility of completing 1 or 2 AP Courses Accelerated Pathway (Sam) Alternative Accelerated Pathway (Kayla) Begins with Alt. Acceleration CC Math 6/7 Can end with AP Calculus AB, BC and AP Statistics or higher Possibility of completing up to 3 AP Courses Reiterate points of how each student can accelerate in their pathways. Common core allows students the differentiation needed to learn the foundation skills of math, with gift of time, as well as multiple opportunities to accelerate.

Common Core works for all students Final thoughts Common Core provides universal access for all students to accelerate regardless of where they begin while at the same time providing the “gift of time” to develop strong foundational understanding and skills for math The current 3 pathways meet the needs of all students, are UCOP approved, and aligned for college requirements and acceptance. Focus points: Reiterate that CCSSM provides universal access for students and allows students to develop a foundational understanding and skills to be successful in math. Students in the three pathways can accelerate and meet the requirements for college entrance and be career ready. All pathways are approve for college acceptance Common Core works for all students

Questions Online Resources California Department of Education – Mathematics http://www.cde.ca.gov/ci/ma/ Los Angeles County Office of Education http://www.lacoe.edu/CurriculumInstruction/Mathematics.aspx LAUSD Common Core Curriculum Maps http://achieve.lausd.net/math http://achieve.lausd.net/ccss Smarter Balanced Assessments http://www.smarterbalanced.org Common Core Conversations – Mathematics http://www.commoncoreconversation.com/math-resources.html#sthash.e9diX0F9.BVLpoTKB.dpbs Focus points: List of resources

Elementary School Responsibilities Run list of 5th grade students meeting placement criteria: A score of 4 in math on all report cards for grades 4 and 5 Teacher recommendation Administrator recommendation Parent can appeal to have student tested if student does not meet all three criteria

Elementary School Responsibilities Notify parents/guardians that their child has qualified to take the Amplify accelerated placement exam

Elementary School Responsibilities Assess ONLY 5th grade students that qualify during the testing window at the elementary schools Amplify Testing Window: May 18 – 29 (non-negotiable according to OCISS)   Students who missed or weren’t not able to assess at their school due to low numbers they can go to ESCN to be assessed.

Elementary School Responsibilities Elementary Principal holds Parent Information Meetings for any parents who have not already received the presentation. These meetings may be held concurrently with testing during the school day or in the evening