Welcome parents While we are waiting to start please read Handout 1 Titled Middle School Acceleration FIROZA KANJI Sec. Math Coord. ESC WEST DANIEL KIM Elem. Math Coord. ESC WEST Michelle Staine Elem. Math Facilitator ESC WEST Pass out the packet of handouts. Handout 1 = middle school acceleration

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

agenda Question and answer sessions Changes in CC Math Courses Information about middle school pathways High School Acceleration Options Criteria for the Alternative Accelerated pathway Question and answer sessions

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 Point out that this is the first full year of implementation of CCSS. It is new to teachers, students, and parents. It will take time for everyone to adjust. 2013 Final CST 1998 Stanford 9 2001 CSTs 1997 STAR Testing Established

3 Instructional Shifts in CC Math FOCUS COHERENCE RIGOR deeply on the major work of each grade level so that students can build strong foundations. make connections across grade levels and within grade level concepts so that students can build new understanding onto foundations built in previous years. in major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity

Some Changes for Math with CCSS Depth vs breadth Some elementary concepts and many high school concepts have shifted to middle school NEW MIDDLE SCHOOL MATH COURSE MATH 8

What’s in the new Math 8 Course? 8th grade is a rigorous course that has essential tools for Algebra 1. It is not a remedial course.

Many Changes in High School Standards have shifted Strong Emphasis on Statistics in grades 6-12. Algebra 1 is now considered a HS Course Trig Math Analysis no longer exists Honors Advanced Math is a new course that combines Alg 2 and Pre-Calc.

They are a call to take the next step.” New Course for CCSS-M DON’T BE FOOLED BY COURSE NAMES – THE CONTENT IS VERY DIFFERENT!! (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 Note that in Common Core, statistics is much more important, and has been incorporated into all courses in middle and high school. The first semester of the old Algebra 1 has been moved to 8th grade CC Algebra 1 has a lot of what was previously taught in Alg 2 Trig Math Analysis no longer exists. It will be taught in CC Alg. 2 Main point. The names of the high school courses are similar but the content is very different 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) Since the first semsester of CST Alg. 1 has been pushed down to CC Math 8, the new CC Alg. 1 is much more rigorous and includes a lot of content that was previously taught in Algebra 2

Depth of Knowledge (DOK) Low Cognitive Demand Level 1: Recalling and Recognizing Level 2: Using Procedures High Cognitive Demand Level 3: Explaining and Concluding Level 4: Making Connections, Extending and Justifying How many of you have heard of Blooms Taxonomy? It is a way of classifying the cognitive demand of a task . Common Core references a slightly different classification named Webb’s Depth of Knowledge . WestEd SVMI

Depth of Knowledge of Assessment Questions Math ELA DOK 3 DOK 4 Pre- Common Core Assessments < 2% 0% 20% 2% Common Core Assessments 49% 21% 43% 25% Prior to the common cores standards, state assessments nationwide mostly tested skills at low levels of depth of knowledge. The common core assessments will be much more rigorous , and thus it is really important to teach the math in a balanced way, with an emphasis on math practices and with a balanced approach to mathematics. Yuan & Le 2012 Herman & Linn 2013 from Linda Darling-Hammond assembly hearing 3/6/13

CST Algebra 1 Released Item Refer parents to handout #2. Let’s look at how the old and new tests compare. Here is an old Algebra 1 item from the CST. See Handout 2. Have the parents try to work through this problem. You might want to ask someone to make sense of the equation first. Cost is $120 rental fee + 60 dollars per day. Handout 2

SBAC 8th Grade Sample Problem The total cost of an order of shirts from a company consists of the cost of each shirt plus a one-time design fee. The cost of each shirt is the same regardless of how many shirts are ordered. The company provides the following examples to customers to help them estimate the total cost of an order of shirts: 50 shirts cost $349.50 500 shirts cost $2370 Part A Based on the examples, what is the cost of each shirt, not including the one-time design fee? Explain how you found your answer. Part B What is the cost of the one-time design fee? Explain how you found your answer. Here is a corresponding 8th grade SBAC item. (Remind the parents that much of Alg. 1 content was pushed down to math 8) . It covers the same standards as the CST question. Let parents try to do the question. Call on a few parent volunteers to explain how this is different from the CST question.

Pathways http://www.cde.ca.gov/be/cc/cd/documents/julyiqccourseplacemt.doc “Acceleration Options” (DOC) In the past, when we accelerated students we skipped standards. For example, when we put 7th grade students in Alg. 1, those students skipped an entire year of 7th grade standards, and went into Algebra standards. The CCSS don’t recommend skipping because the standards are built in a tight progression. Skipping standards weakens the foundation for future learning . Handout 1

Key Considerations in Course Pathways Don’t skip standards – it weakens the foundations for future learning. The math practices are an essential part of the curriculum Balance - conceptual understanding, problem solving and skill proficiency Refer back to HANDOUT 1 – Middle School Acceleration which they read while waiting for the presentation to start.

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) Alternative Accelerated (5th Grade Criteria)

A Closer Look: CCSSM Accelerated Pathway 3 Courses compacted into 2 Years Middle School Accelerated (6th Grade Exam) 6th Grade 7th Grade 8th Grade CC Math6 Accelerated Accelerated CC Math7 CC Algebra 1 Per the recommendations in Common Core Appendix A,(Handout 1) Refer parents to Handout 1 Highlighted in first paragraph 3 courses ( 7th grade math, 8th grade math, and Algebra 1) have been compacted into 2 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 4 Courses compacted in 2 Years Middle School Alternative Accelerated (5th Grade Criteria) 6th Grade 7th Grade 8th Grade Alt. Acc. Alt. Acc. CC Math6 CC Algebra 1 CC Geometry 4 years are compacted into 2 years. This is strongly discouraged in Appendix A (Handout 1 highlighted section in 1st paragraph )because it is very difficult to do 2 years of math in 1 without skipping standards and without compromising on the math practices and a balanced curriculum. Compacted Content / Standards Addressed CC Math6 + CC Math7 2 Courses CC Math8 + CC Algebra 1 2 Courses CC Geometry 1 Course TOTAL =

Reaching AP Calculus All students have the opportunity to reach AP Calculus through all three of the currently offered middle school pathways.

HIGH SCHOOL Math Pathways Starting point: Algebra 1 CC Algebra 1 CC Geometry CC Algebra 2 Other higher level math course H Advanced Math AP Calculus *AB Grade 9 Grade 10 Grade 11Students can take AP Calc AB or BC Grade 12 Students who followed the traditional pathway in middle school will start with Algebra 1 in high school. There is an acceleration point at the end of 10th grade (per the recommendations in Appendix A ) Strong students can take Honors Advanced math which combines Algebra 2 and Pre-Calclulus, thus allowing them to take AP Calculus in 12th grade.

HIGH SCHOOL Math Pathways Concurrent Enrollment Concurrently CC Geometry CC Algebra 1/ CC Algebra 2 Pre-Calculus AP Calculus AB H Advanced Math AP Calculus AB* Other higher level math course or AP Calculus BC Grade 9 Grade 10 Grade 11 Grade 12 Another option for students who took the traditional pathway in middle school, is to accelerate in 9th grade by enrolling in 2 math courses concurrently. (per the suggestion in Appendix A handout). This option allows for further acceleration in 10th grade, and will thus allows for 2 AP Courses.

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 Grade 9 Grade 10 Grade 11 Grade 12 This option is for students who took Algebra 1 in 8th grade. Students can take 1-2 AP classes depending on whether they accelerate into honors advanced math in 10th grade.

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 For the truly exceptional students who take Geometry in middle school, There are many options to take 2-3 AP classes. Order of AP Stats and AP Calculus doesn’t matter.

END OF YEAR ASSESSMENTS No matter what course your child is enrolled in 6th grade students will take the 6th grade SBAC test and the LAUSD 6th grade placement test 7th grade students will take the 7th grade SBAC test 8th grade students will take the 8th grade SBAC test Middle school students enrolled in Algebra 1 will take an Algebra Summative test to determine whether high school credit will be issued. (must earn a classroom grade of C or better and a passing grade on the summative assessment).

How Does My Child Qualify for the Alternative Accelerated Pathway? Multiple Criteria – See Attachment C Grades - 4s in math on all report cards in grades 4 and 5 Recommendations from the 5th grade teacher and an elementary school administrator. (The middle school will initiate this process) Mandatory Parent Meeting regarding the pathway Parent Compact must be signed. Test scores – Child must score proficient on the sixth grade placement exam. Refer parents to Attachment C Handout: Attachment C

Acceleration Agreements Child must maintain a “B” or better in class If child is NOT progressing in the class, a parent-teacher meeting will be held to discuss lack of progress and develop an action plan for intervention If at the end of the semester, the student has NOT earned a “B” or better, the school may reassign the student to another course. Schools and parents are encouraged to review other data such as interim assessments, end of course exams, and SBAC results to make decisions about whether a child should remain in the program. Refer parents to Attachment B2 Acceleration Agreement in Mathematics Handout: Attachment B2

School requirements We are exploring whether we will be offer the program. We need a minimum number of students in order to make it financially feasible. Discuss minimum required Discuss model used Discuss what your school will do if this minimum is not met Discuss timeline for determining whether pathway will be offered. Testing at the end of May Early June. This is specific for the school. YOU NEED TO FILL IT OUT

Summary of Pathways Traditional Pathway Begins with CC Math 6 Takes Alg. 1 in 9th grade Possibility of completing 1 or 2 AP Courses Accelerated Pathway (Compacts 3 courses in 2 years) Takes Geometry in 9th grade Possibility of completing 1 or 2 AP Courses Alternative Accelerated Pathway (Compacts 4 courses in 2 years) Begins with Alt. Accelerated CC Math 6/7 Takes Alg. 2 in 9th grade Possibility of completing up to 3 AP Courses Refer to pathway overview handout Handout 3 Pathway Overview

FINAL THOUGHTS The alternative accelerated pathway is intended for a very few high achieving math students. Common core assessments call for students to be proficient in problem solving, conceptual understanding and skills. There are multiple acceleration points in MS and HS that allow students to take AP Calculus regardless of the pathway. Building a strong mathematical foundation in middle school is essential for success in higher level mathematics

Next Steps Consider your child’s grades, their well roundedness in skills, problem solving,understanding, and their work habitsd IF you want your child to tes,t sign the agreement. Write the testing date you prefer. Tell your child not to worry if they find the test hard. Make sure you signed in. We need the information. Test will be administered Sat. May 23rd at 9 am or Sun May 31st at 9 am at Bancroft MS. Arrive at 8:30 a.m. Whole process will take about 3 hours.