1. Melissa Fast Kansas State Department of Education Sherri Martinie Kansas State University RE-THINKING ACCELERATION IN MATHEMATICS

2. ACCELERATION TASK FORCE TEAM

3. TWO COLLIDING ISSUES 1.Increased rigor of standards 2.Over-acceleration of students with very poor results Continuing with old practices is not advisable.

4. ISSUE #1: KANSAS COLLEGE AND CAREER READY STANDARDS FOR MATH (KCCRSM) More rigor at all levels Conceptual understanding, procedural fluency and application Math Practices: develop critical thinking skills across all content areas

5. 4 GUIDING PRINCIPLES 1.8 th grade KCCRSM standards include topics previously taught in “Algebra I” 2.Standards do NOT repeat 3.Content has shifted to different grade levels Algebra concepts and middle school content has shifted DOWN, so students have already been “accelerated” NEW content was added at various grade levels 4.New importance placed on middle school math

6. IMPORTANT CONTENT SHIFTS

7. 7 th grade math 8 th grade math Algebra 1 Solving equations Linear graphs/slope Quadratics/Non-linear functions Systems of Equations Rational and Irrational Numbers Integer computation Proportional thinking One/two step equations Functions Bivariate data Rational signed numbers Probability Sampling methods Exponential Functions Complete the square Prove solution method Sequences Standard deviation

8. 5 th grade math 6 th grade math 7 th grade math Solving one –step equations Area/Perimeter Absolute value Equivalent fractions (4 th ) Add/subtract fractions (4 th ) Multiply/divide fractions Nets (8 th ) Graph order pairs Ratio models: Tape diagrams, Double number lines, graphs Univariate statistics Mean Absolute Deviation Volume

9. 3 rd grade math 4 th grade math 5 th grade math Multiplication & Division Facts Area/Perimeter Mixed coins and bills Equivalent fractions Add/subtract fractions Computation of fractions Properties of Operations 1-step word problems Graph ordered pairs Transformational Geometry Mean, median, mode Probability GCF & LCM Telling Time Patterning Equations w/ 1 variable 2-step word problems Shapes in a pattern block set Function Tables Representing to 1000 Creating composite shapes Measurement conversions Symmetry Solid Figures Pictographs, Frequency Tables, Line Graphs, Circle Graphs Function Table to Plot Unit Fractions Multi-step Word Problems Measuring Angles Multiplicative Comparison Decimals Fractions in Line Plots Fractions on the Number Line Order of Operations Fraction Situations Volume

10. ISSUE #2: OVER-ACCELERATION Were students really landing where we thought they should be?

11. NATIONAL STUDIES Increasing enrollment in 7 th /8 th algebra 1 led to a decrease in those passing Alg 1, Alg 2 and Geometry Not all students benefit from repeating a course Only 5% of HS Calculus students go on to take a second Calculus class Students who do not take a 4 th year of math will be at risk of needing college remediation

12. KEY POINTS Calculus can be taken in college. Many people in STEM careers decided after high school or college and had neither an interest nor Calculus in high school. Middle school math is the foundation for all high school mathematics.

13. COLLEGE READINESS IN GRADE 8 8 th grade achievement has the highest impact on College/Career Readiness (ACT, 2008) It is more important to be ready for high school course work at the end of 8 th grade

15. ROADMAP TO ACCELERATION

16. ROADMAP GRADES 6-12 What is it? – An acceleration “guide” Where did it come from? – The work of a Task Force that compiled research and information How is it useful? – It provides background information, action steps, roadmaps that highlight “decision points”, options to consider

17. ACCELERATION TO CALCULUS IN HIGH SCHOOL Not every student needs Calculus – there are alternatives Entering college with a strong foundation in algebraic reasoning and trigonometry is preferred over rushing to Calculus when this results in weak foundational skills For most students, it is more appropriate for them to take Calculus in college Students who take Calculus in high school often retake Calculus in college However, acceleration is appropriate for some students therefore the roadmap provides guidance for doing this Key - NO skipping!!!!! Hurry up to sit out a year?

18. VALUE OF 4 TH YEAR OF MATH

19. ALGEBRAICALLY INTENSIVE 4 TH YEAR Pre-Calculus and/or Trigonometry Prepares students with conceptual understanding and high levels of computational facility with algebraic and trigonometric expressions and functions Intended for individuals planning to study physical science, mathematics, biological science, computer science, engineering, business or agriculture College Algebra Taken after Algebra 2 based course Builds fluency with Algebra 2 content through review and practice focused on functions and equations Intended for students pursuing degrees in the liberal arts and social sciences

20. NON-ALGEBRAICALLY INTENSIVE 4 TH YEAR COURSE Probability and Statistics Student learn to analyze data and make predictions Prepares students for college statistics which is a requirement for most college majors AP Statistics Students learn how to think carefully about data and make informed decisions As an AP course, student who score high enough on the AP exam might earn college credit

21. WHAT DOES ALL THIS MEAN? Uncompromised K-8 foundation More HS pathways are opened with a solid foundation Delay acceleration until high school for most students National experts recommend a 10-15% limit in MS “3-2 compaction” courses

22. TURN AND TALK What does your school or district’s current “roadmap” look like? Where are the decision points regarding when and how to accelerate? What options are currently available to students? What are the pros and cons of those options?

23. WHERE TO FIND MATERIALS http://bit.ly/KSDE-Acceleration

24. QUESTIONS OR COMMENTS Contact Melissa Fast - mfast@ksde.orgmfast@ksde.org Sherri Martinie – martinie@ksu.edumartinie@ksu.edu