Advanced & Accelerated Math

The Glenview District 34 Math Program offers advanced math courses for qualifying students beginning in grade 4 and accelerated courses for qualifying students beginning in grade 6.

Introduction

Grades 4 & 5: Advanced Math

In grades 4 and 5, students may qualify for placement in Advanced Math. Advanced Math is provided to meet the needs of students who regularly exhibit strong math skills and characteristics such as curiosity, motivation and perseverance with more challenging math concepts. The Advanced Math classes allow students more time to engage in complex application of skills and concepts, problem-solving, and critical thinking with grade-level standards.

Grades 6-8: Accelerated Math

Beginning in 6th grade, students may be enrolled in Accelerated Math. District 34 has two pathways for Accelerated Math students. Students who are identified for placement in Single Accelerated will be positioned to take Algebra in 8th grade. Successful completion of the Single Accelerated Pathway positions students to take Geometry as freshmen. Double Accelerated students will be on a pathway to take Geometry in 8th grade and positioned to take Algebra II in 9th grade.

Belief Statements

Belief Statement 1:

By grade 4, some students show signs of readiness for more advanced math instruction. Advanced students show readiness to apply newly acquired skills sooner than peers in the non-advanced courses. While differentiation is necessary in all courses, having a separate course for advanced students allows for a different instructional approach.

Belief Statement 2:

Appendix A of the Common Core State Standards recommends compacting curriculum for accelerated learners in grades 7 and above. As District 34 is a high performing district, we begin the compacting for our Double Accelerated group of students in grade 6. Our Single Accelerated students begin learning a compacted curriculum in 7th grade, as recommended in Appendix A.

Belief Statement 3:

Advanced and Accelerated math students should demonstrate the following qualities:

Strong mathematical skills and conceptual understanding
Regularly demonstrated use of the 8 Mathematical Practices
Consistent exemplary work habits and habits of mind

Learn more about our program using the links on the left side of the screen.

Explanation of Courses

Grades K-3 Math

Grades 4-5 Math

In grades 4 and 5, students may be identified for Advanced math. This class may include more enrichment, problem solving and projects than students in the grade level course; however the standards that are taught are the same as the grade level course. The Advanced course is not an accelerated course; however, these students grasp skills quickly and apply new knowledge and skills with more independence.

Grades 6-8 Math

Beginning in grade 6, students who were in the Advanced math pathway will now be split into two different accelerated pathways which we call Single Accelerated and Double Accelerated.

Grade 6

Grade 7

Grade 8

Math Pathways

Click to enlarge:

Students in 8th grade CCSS will be prepared to take Algebra I in 9th grade.
Students enrolled in 8th grade Single Accelerated will be prepared to take Geometry or Geometry Honors in 9th grade.
Students enrolled in 8th grade Double Accelerated will be prepared to take Algebra II or Algebra II Honors in 9th grade.

The arrows show potential progressions from one course to the next. The content taught in the each course is indicated in the boxes below the course name. District 34 does not consider the completion of outside programs in the placement process

District 34 Pathways into High School

Click to enlarge:

D34 Pathways into Glenbrook South High School Chart

Glenbrook South Math Pathways

Click to enlarge:

Identification

Student Identification

District 34's Math Identification Process for Advanced/Accelerated Math Program Placement was developed by a Superintendent Math Task Force. The Board of Education approved the identification process in March 2017.

The following sections outline the three phases of this process.

Placement Identification: PHASE 1

Placement emails are sent on March 1st.
The Identification Process begins in January of each school year. Phase 1 / Initial math placements are determined based on each student's individual scores, which are calculated using the District Identification Matrices. The matrices include student scores from NWEA MAP Math, NWEA MAP Reading, Cognitive Abilities Test, and Student Performance Rating Scale.

Parents are informed by email* of student’s placement. For additional details regarding placement, including matrix scores, log in to PowerSchool and click on the Math Placement link.

Students may be placed in:

Grades 4-5:
- Grade Level Math
- Advanced Math
Grades 6-8:
- Grade Level Math
- Single Accelerated
- Double Accelerated

*Please be sure that emails from District 34 are not set to go to your SPAM folder.

Placement Identification: PHASE 2

Phase 2 is included in the identification process to expand opportunities for students who may benefit from the Advanced/Accelerated program but did not automatically qualify in Phase 1. In this phase, the District advocates for students who miss the cut scores in the matrix for automatic qualification but may, in fact, be good candidates for an Advanced or Accelerated placement.

Students are re-evaluated using additional data from:

Supplemental Math Test (taken in March)
Classroom Performance

Parents are informed by email of the student’s results of Phase 2 in mid-April:

Provisional placement into Advanced/Accelerated
Grade Level Math

Parents may choose to opt-out of Phase 2 consideration for their child. Here is a link to the Opt-Out form.

Placement Identification: PHASE 3

Students who do not place into Advanced or Accelerated pathways and do not qualify or pass Phase 2 can appeal for one more chance to be considered.

During Phase 3 (Appeals), the following data will be evaluated by a District Appeal Committee:

Supplemental Math Test (taken in May)
Parent Survey
Classroom Performance

The District Appeal Committee will make a final decision and results will be emailed home to parents. The decision of a Phase 3 appeal cannot be changed. Students who did not make the appeal have another opportunity to appeal after one school year has passed. District 34 does not consider the completion of outside programs in the placement process.

Identification Matrices

The matrix you see below is for students that are entering 4th or 5th grade.

4th - 5th Grade Identification Matrix
	4	3	2	1	0
Math MAP Percentile Avg	99 - 95	94.9 - 90	89.9 - 85	84.9 - 80	< 80
Reading MAP Percentile Avg.	—	—	—	70 +	< 70
Quantitative CogAT Score	—	—	—	80 +	< 80
Nonverbal CogAT Score	—	—	—	65 +	< 65
Student Performance Rating Scale	—	40 - 35	34 - 32	31 - 30	< 30

The matrix you see below is for students that are entering 6th, 7th, or 8th grade.

6th - 8th Grade Identification Matrix
	4	3	2	1	0
Math MAP Percentile Avg	99 - 98	97.9 - 96	95.9 - 94	93.9- 80	< 80
Reading MAP Percentile Avg.	—	—	—	70 +	< 70
Quantitative CogAT Score	—	—	—	85 +	< 85
Nonverbal CogAT Score	—	—	—	65 +	< 65
Student Performance Rating Scale	—	40 - 35	34 - 32	31 - 30	< 30

MAP Scores:
The MAP scores that are used in the matrices are calculated by taking a student's percentile average (using the best four out of the most recent five administrations) rather than the most recent RIT score. Percentile averages are intentionally truncated rather than rounded when used in the matrices.

CogAT Scores:
The CogAT scores that are used in the matrices are from the most recent administration, either 2nd grade or 5th grade.

Student Performance Rating Scale Score:
The Rating Scale scores used in the matrices are from the current school year.

Pathway Point Totals

4th - 5th Grade Matrix Point Totals
10	Advanced
9	Advanced
8	Advanced
7	Advanced
6	Grade Level*
5	Grade Level*
4	Grade Level*
3	Grade Level*
2	Grade Level
1	Grade Level
0	Grade Level
*Further testing in Phase 2 to consider students for Advanced Math. Students must have a NWEA Math MAP average of 80% or higher to qualify for further consideration.

4th - 5th Grade Matrix Point Totals
10	Double Accelerated
9	Double Accelerated
8	Double Accelerated
7	Single Accelerated***
6	Grade Level Students who have less than 68% average on Math MAP	Single Accelerated Students who have 68% or above average on Math MAP
5	Grade Level Students who have less than 68% average on Math MAP	Single Accelerated Students who have 68% or above average on Math MAP
4	Grade Level**
3	Grade Level
2	Grade Level
1	Grade Level
0	Grade Level
Further testing in Phase 2 to consider students for Single Accelerated Math. Students must have a NWEA Math MAP average of 68% or higher to qualify for further consideration. *Further testing in Phase 2 to consider students for Double Accelerated Math. Students must have a NWEA Math MAP average of 90% or higher to qualify for further consideration.

4th - 5th Grade
Rationales for Course Determination According to Point Totals

7 - 10 Points: Advanced Math

Point totals of 10, 9, 8, and 7 on the matrix will result in automatic placement in Advanced Math. Teacher feedback shares that students in Advanced Math should have no lower than 80% on the Math MAP to meet learning expectations in the classroom. When students earn 7 or more points on the matrix, at least 1 point has come from the Math MAP score (which is 80% average). All students who automatically place in Advanced Math will have at least an 80% Math MAP average.

3 - 6 Points with 80% or above on Math MAP: Grade Level Math
Phase 2 for Advanced Math

Point totals of 6, 5, 4, or 3 will result in automatic placement in Grade Level Math. Of these students, if at least one point has come from the Math MAP (80% or above), the District will advocate for further testing and consideration for Advanced Math through Phase 2. Past data has shown that the Math MAP score was the most important factor in determining success in Advanced Math. We wanted to be sure to capture students who have strong enough Math MAP scores, yet also be inclusive of students who scored point totals in the 3-6 range on the matrix.

3 - 6 Points with below 80% on Math MAP: Grade Level Math

Point totals of 6, 5, 4, or 3 will result in automatic placement in Grade Level Math. If students do not have at least one point coming from the Math MAP average they are not part of Phase 2 consideration for Advanced Math.

0-2 Points: Grade Level Math

Point totals of 2, 1, or 0 on the matrix will result in a Grade Level Math placement.

6th - 8th Grade
Rationales for Course Determination According to Point Totals

8 - 10 Points: Double Accelerated Math

Point totals of 10, 9, and 8 will result in an automatic placement in Double Accelerated Math. In order to earn 8 points or above on the matrix, a student must have a Math MAP average of at least 94%. Teacher feedback shares that students who have a Math MAP average of around 90% are appropriately placed in Double Accelerated Math. Therefore, students who have earned 8-10 points on the matrix are appropriate for the Double Accelerated pathway.

7 Points with 90% or above on Math MAP: Single Accelerated
Phase 2 for Double Accelerated Math

A point total of 7 will result in an automatic placement in Single Accelerated Math. Students who have 7 matrix points and a Math MAP average of 90% or above will have Phase 2 District advocacy and additional testing for consideration of placement into Double Accelerated Math. This is how we can advocate for students who score below 94% on the Math MAP but may still be best suited in the Double Accelerated pathway.

7 Points with below 90% on Math MAP: Single Accelerated

A point total of 7 will result in an automatic placement in Single Accelerated Math. Having below 90% on the Math MAP shows that math knowledge is not strong enough for District Advocacy for Phase 2 consideration for Double Accelerated Math.

5 - 6 Points: Single Accelerated Math

Point totals of 7, 6, and 5 will result in an automatic placement in Single Accelerated Math. Current data shows that students who score 5 points or more on the matrix have earned at least 1 point from Math MAP. Those who did not were often above the 70th percentile on Math MAP or their other scores on the remaining components of the matrix (mainly the Student Performance Rating Scale) show to be strong enough to lead to success in this pathway.

4 Points with 68% or above on Math MAP: Grade Level
Phase 2 for Single Accelerated Math

A point total of 4 will result in automatic placement in Grade Level Math. Students who earn 4 points on the matrix and have a Math MAP average of 68% or higher result in Phase 2 (District advocacy) for placement into Single Accelerated Math. Current data shows that students who score in the 70th percentile on Math MAP who also had a 4 on the matrix show as successful in this pathway. We will consider students with Math MAP of 68% and above to be more inclusive.

4 Points with below 68% on Math MAP: Grade Level

A point total of 4 will result in automatic placement in Grade Level Math. Having below 68% on the Math MAP shows that math knowledge is not strong enough for District Advocacy for Phase 2 consideration for Single Accelerated Math.

0-3 Points: Grade Level Math

Point totals of 3, 2, 1, or 0 on the matrix will result in a Grade Level Math placement. There are too many areas students can lack points on the matrix to support District advocacy for Phase 2 for Single Accelerated Math if they have 0-3 points on the matrix.

Grandfathering:

If a student has successfully completed a 4th or 5th grade Advanced course and then is identified to be in Grade Level for the following school year, they can request to remain on the Advanced pathway without the need to appeal.

When a student has successfully completed a 6th, 7th, or 8th grade Accelerated course, they will automatically be grandfathered into the next course on that pathway regardless of the score earned on the Identification Matrix.

Matrix Components

While most students enrolled in the Advanced and Accelerated courses will be rolled over from year to year, it is possible that additional students will be identified before the start of each new school year. The historical data that will be considered for each student includes the following scores:

NWEA Measure of Academic Progress (MAP) Reading and Math

(NWEA) MAP is a norm-referenced measure of student growth over time. The computer adaptive test adjusts the difficulty of the questions so that each student takes a unique test. The difficulty of each question is based on how well the student has answered previous questions. The math matrix was developed to consider a student's percentile average (using the best four out of the most recent five administrations) rather than the most recent RIT score.

CogAT (from 2nd or 5th grade)

CogAT measures students' reasoning abilities in the three areas most linked to academic success in school: verbal, quantitative, and nonverbal. Reasoning abilities have substantial correlations with learning and problem solving, both in and out of school. The quantitative and nonverbal batteries are most significant in determining student success in Advanced and Accelerated math. Both of those batteries are included as part of our Identification Matrices.

Student Performance Rating Scale

MP stands for Mathematical Practices. More information on the Common Core Mathematical Practices can be found at this link.

MATHEMATICAL SKILLS/CONCEPTS

MATHEMATICAL PRACTICES

WORK HABITS & HABITS OF MIND

Placement Timeline

The adjusted math identification process for Spring 2020 will be as follows:

Update on Supplemental Test Results:

Process:

Students will take a secure supplemental test online through google forms. It can be taken on any device (iPad, computer, etc). Students must be logged in to their D34 email account to access the link to the assessment
Each test consists of 10 questions. All of the questions require only the test taker’s current grade level knowledge of math standards. FOUR of the questions are routine similar to what students see in math class. SIX of the questions are non-routine (challenge) that require students to solve novel problems that they have never seen before using math skills they already know.
Tests should be taken on the date and time shown. If a student cannot take the test at that time, please contact Jennifer Bergeron to arrange an alternate test session at jbergeron@glenview34.org
To ensure equality in the identification process, ALL students in Phase 2 and Phase 3 (Appeals) must take this version of the supplemental test, even those who already took a test before e-learning began at Hoffman and Attea. If you have questions, please contact Jennifer Bergeron (jbergeron@glenview34.org).
Placement results will be posted in the parent portal of PowerSchool in mid to late June. Parents will be notified by email when the results get posted.
A parent will digitally sign that they understand the (testing security) expectations and that their child followed these expectations while they completed the test. (See below)

Testing Security Expectations:

Students must take the assessment independently.
- They may not get help from anyone (parents, siblings, friends).
- They may not talk to friends about the test even after they submit their responses.
All tests are NO CALCULATOR assessments.
Students may use scratch paper.
There is no time limit, however, students should be able to complete the test in 60 minutes or less.
Students may not start the test, stop, and then resume at another time.
IEP and 504 accommodations should be adhered to in the home environment.
Parents cannot define vocabulary words. Parents cannot re-state or paraphrase a test question using other words.

Testing Dates and Additional Information:

Testing Dates & Times Testing links will be emailed to students in the morning of the day of their test. Tests will not be available until the time the test is to begin.
Grade	Test Name	Date	Time
3rd	Apple	Tuesday, May 12	9:00 AM
4th	Berry	Tuesday, May 12	9:00 AM
5th	Carrot or Dragon	Wednesday, May 13	9:00 AM
6th	Dragon or Frog	Wednesday, May 13	9:00 AM
7th	Frog	Wednesday, May 13	9:00 AM

To avoid stress on the day of your test, you can try the TRIAL LINK that has been emailed to your child. If it works for you, the test link will work too! If you have trouble getting the link to work, contact Jennifer Bergeron at jbergeron@glenview34.org. Students must be logged into gmail with their District 34 account in order for the link to work. Students will be emailed the link to their test on the morning of their test date. The test will not work until the time indicated.

If you experience any technical difficulties on the day of your scheduled test and it causes any level of stress or anxiety for your child, please do not attempt to take the test on that day. Rather, contact Jennifer Bergeron to help troubleshoot and arrange an alternate date for your child to take the test.

Supplemental Test Results:

Identification Timeline:

January:

Students complete Winter NWEA MAP Math and Reading tests

February:

Teachers complete Student Performance Rating Scales
Phase 1 Math Placements are calculated

March:

Phase 1 Placement Letters mailed home to parents
Phase 2 supplemental tests are administered to qualifying students

April:

Phase 2 provisional placements determined (letters sent home to parents)
Phase 3 appeal forms due by April 30th

May:

Phase 3 appeal supplemental tests are administered
Appeal committee determines results of appealed placements
Parents are notified of results of appeals

Grades 4 - 5 Placement Flowchart

Grades 6 - 8 Placement Flowchart

Processes

Appeal Process

UPDATE The Identification Timeline will be adjusted to ensure a fair process for all student placements that will be re-evaluated during Phase 2 and Phase 3 (Appeals) for the 2020-21 school year.

See the PLACEMENT TIMELINE for details as updates are available. **

The adjusted math identification process for Spring 2020 will be as follows:

Update on Supplemental Test Results:

Process:

Students will take a secure supplemental test online through google forms. It can be taken on any device (iPad, computer, etc). Students must be logged in to their D34 email account to access the link to the assessment
Each test consists of 10 questions. All of the questions require only the test taker’s current grade level knowledge of math standards. FOUR of the questions are routine similar to what students see in math class. SIX of the questions are non-routine (challenge) that require students to solve novel problems that they have never seen before using math skills they already know.
Tests should be taken on the date and time shown. If a student cannot take the test at that time, please contact Jennifer Bergeron to arrange an alternate test session at jbergeron@glenview34.org
To ensure equality in the identification process, ALL students in Phase 2 and Phase 3 (Appeals) must take this version of the supplemental test, even those who already took a test before e-learning began at Hoffman and Attea. If you have questions, please contact Jennifer Bergeron (jbergeron@glenview34.org).
Placement results will be posted in the parent portal of PowerSchool in mid to late June. Parents will be notified by email when the results get posted.
A parent will digitally sign that they understand the (testing security) expectations and that their child followed these expectations while they completed the test. (See below)

Testing Security Expectations:

Students must take the assessment independently.
- They may not get help from anyone (parents, siblings, friends).
- They may not talk to friends about the test even after they submit their responses.
All tests are NO CALCULATOR assessments.
Students may use scratch paper.
There is no time limit, however, students should be able to complete the test in 60 minutes or less.
Students may not start the test, stop, and then resume at another time.
IEP and 504 accommodations should be adhered to in the home environment.
Parents cannot define vocabulary words. Parents cannot re-state or paraphrase a test question using other words.

Testing Dates and Additional Information:

Testing Dates & Times Testing links will be emailed to students in the morning of the day of their test. Tests will not be available until the time the test is to begin.
Grade	Test Name	Date	Time
3rd	Apple	Tuesday, May 12	9:00 AM
4th	Berry	Tuesday, May 12	9:00 AM
5th	Carrot or Dragon	Wednesday, May 13	9:00 AM
6th	Dragon or Frog	Wednesday, May 13	9:00 AM
7th	Frog	Wednesday, May 13	9:00 AM

Supplemental Test Results:

Identification Timeline:

January:

Students complete Winter NWEA MAP Math and Reading tests

February:

Teachers complete Student Performance Rating Scales
Phase 1 Math Placements are calculated

March:

Phase 1 Placement Letters mailed home to parents
Phase 2 supplemental tests are administered to qualifying students

April:

Phase 2 provisional placements determined (letters sent home to parents)
Phase 3 appeal forms due by April 30th

May:

Phase 3 appeal supplemental tests are administered
Appeal committee determines results of appealed placements
Parents are notified of results of appeals

Grades 4 - 5 Placement Flowchart

Grades 6 - 8 Placement Flowchart

Parents have the option of appealing their child's placement as long as their child meets the eligibility criteria.

Student must meet a minimum score on at least of the five most recent NWEA MAP assessments. Minimum scores necessary for appealing per pathway are as follows:
- Advanced Math (entering 4th and 5th grade students):
  - Must have at least one NWEA MAP math score in the 80th percentile or above
- Single Accelerated Math (entering 6th, 7th, or 8th grade students):
  - Must have at least one NWEA MAP math score in the 68th percentile or above
- Double Accelerated Math (entering 6th and 7th grade students):
  - Must have at least one NWEA MAP math score in the 90th percentile or above
Student will take a supplemental test and must meet a target score as shown below:
- Advanced Math (entering 4th and 5th grade students):
  - Supplemental Test Target Score: 80% or above
- Single Accelerated Math (entering 6th, 7th, or 8th grade students):
  - Supplemental Test Target Score: 80% or above
- Double Accelerated Math (entering 6th and 7th grade students):
  - Supplemental Test Target Score: 85% or above
Additional information provided by the parent through the Appeal Form may be considered for students do not meet eligibility criteria and/or pass the supplemental test. District 34 does not consider the completion of outside programs in the placement process.

If you choose to appeal the district's decision, please complete the online appeal form (you may have to "allow popups" in your browser to fill out the form). Appeal forms are due on April 30th. Your information will be shared with an Appeal Committee and a decision will be shared with you via email by the end of June. Please know that completing the appeal form does not guarantee that your child's placement will be changed.

Phase 3 (Appeal) Supplemental Test Details:

Springman:
TBD

Attea:
TBD

Glen Grove:
TBD

Hoffman:
TBD

Pleasant Ridge:
TBD

Learn more about our program using the links on the left side of the screen.

Provisional Process

6th-8th Grade Provisional Process:

Should 6th, 7th, or 8th grade student be placed in Single or Double Accelerated Math based on results of Phase 2 or Phase 3 (Appeal), the placement will be provisional until the end of the first trimester of the following school year.

4th and 5th Grade Provisional Process:

4th and 5th grade students that are placed in Provisional Advanced Math will be part of the Advanced Math class for one school year. Placement matrix scores will be re-calculated for all 4th and 5th grade students for the following school year at which time they may place in either Grade Level or Advanced Math. Should a student who had previously been in Provisional Advanced Math place into Grade Level Math the next year, parents have the option to request for their child to remain in Provisional Advanced Math for the following school year without the need to appeal. For more information, please reach out to Jennifer Bergeron at jbergeron@glenview34.org.

Midpoint of Trimester 1:
End of Trimester 1:

Midpoint of Trimester 1:

If there are concerns about a placement, parents may receive an update at the midterm on their child’s progress in the following areas:

level of independence with recalling and applying previously learned skills and concepts
ease of learning and processing new mathematical concepts
use of multiple strategies to persevere when solving problems and explaining math ideas
level of success while working independently (homework, class work, challenge problems)

Parents are always welcome to reach out to teachers at any time to hear how their child is doing in math class.

End of Trimester 1:

If a student meets two of the criteria, s/he will remain in the Single or Double Accelerated course placement. If, however, s/he does not meet the required performance levels, the student will be moved to a more appropriate course and be supported to make a successful transition. Parents will be notified only if a placement will be changing. Schedule changes would be made to accommodate the more appropriate course placement.

Learn more about our program using the links on the left side of the screen.

Transfer Students

After you have registered your child with District 34, we can begin to determine if a student would be appropriately placed on one of our Advanced or Accelerated math pathways.

Transferring into District 34 over the Summer

Please send a digital copy of the following information, if available, to Jennifer Bergeron at jbergeron@glenview34.org:

Scores that we use in our Identification Matrices:
- Historical Math MAP (NWEA) data
- Historical Reading MAP (NWEA) data
- CogAT Non-Verbal score
- CogAT Quantitative score
Evidence of math course content from the most recent school year (for example, text book title and publisher)
Evidence of math course in which student would have been enrolled at previous school (for example, a placement letter) for the upcoming school year

Transferring into District 34 During the School Year

Please send a digital copy of the following information, if available, to Jennifer Bergeron at jbergeron@glenview34.org:

Scores that we use in our Identification Matrices:
- Historical Math MAP (NWEA) data
- Historical Reading MAP (NWEA) data
- CogAT Non-Verbal score
- CogAT Quantitative score
Evidence of math course content from the course which the student transferred (text book publisher and title)
Evidence of math course in which student was enrolled at previous school (for example, a placement letter)

We place transfer students in the most appropriate math pathway as soon as possible. If information necessary to determine student placement in the D34 math program is not available from the prior school, we will place students based on the information that is provided at the time of registration. Should information not be available regarding prior placement or performance, the student will remain in the Grade Level pathway. Please know that placements for the following school year are reviewed for all 3rd through 7th grade students beginning in February.

Recommended Requirements

Recommended Requirements for Advanced Math
Recommended Requirements for Accelerated Pathways

Recommended Requirements for Advanced Math

The District 34 Math Department believes it is important for students to maintain strong foundational math skills and retain new knowledge learned throughout each school year in order to be successful on the accelerated pathways as they progress into the next school year.

If a student is not maintaining the recommended expectations, his or her math teacher may want to discuss the possibility of changing pathways so that the student is in the best possible learning environment.

The Math Department recommends the following:

4th and 5th Grade Advanced Students Should... Maintain a "Meeting Standards" mark on all summative tests.
- Meeting or exceeding standards on classroom summative assessments ensures that students are able to master content and keep up with the rigor of the advanced pathway in which they are enrolled.

4th and 5th Grade Advanced Students Should... Proactively seek help from their teacher if they do not understand a lesson.
- Academic maturity includes seeking help as soon as possible if a student recognizes that they are starting to struggle. Self-advocacy in this way is a highly desired skill for a student enrolled in the advanced pathway.

4th and 5th Grade Advanced Students Should...Complete course work on time (including when absent).
- Academic maturity includes keeping updated on course work missed if a student is out for any reason (sick, band lesson, doctor appointment, etcetera). Self-advocacy in this way is also a highly desired skill for advanced students.

4th and 5th Grade Advanced Students Should...Complete 90% of assignments at 80% accuracy.
- Course work should always be completed on time. Students in the advanced pathway should maintain a work completion rate of 90% with an accuracy rate of 80% or higher. If they are not able to, students should reach out to their math teacher for help and support.

4th and 5th Grade Advanced Students Should... Maintain a score in the 80th percentile or above on all Math MAP assessments.
- Having an average score in the 80th percentile earns 1 point on the identification matrix, which is a requirement for placement in Advanced Math.

4th and 5th Grade Advanced Students Should... Earn a score of "Meeting Standards" on all District Math Mastery Checks:
- District Mastery Checks are cumulative assessments. Meeting standards ensures that a student is retaining knowledge of learned content and will not need to revisit standards that were already taught as they progress in their math courses through the years.

Recommended Requirements for Accelerated Pathways

The Math Department recommends the following:

Single and Double Accelerated Students Should... Maintain a summative test average of 80% or above.
- Performing at an average of 80% or above on classroom summative assessments ensures that students are able to master content and keep up with the pace of the accelerated pathway in which they are enrolled.

Single and Double Accelerated Students Should... Proactively seek help from their teacher if they do not understand a lesson.
- Academic maturity includes seeking help as soon as possible if a student recognizes that they are starting to struggle. Self-advocacy in this way is a highly desired skill for a student enrolled in an accelerated pathway.

Single and Double Accelerated Students Should...Complete course work on time (including when absent).
- Academic maturity includes keeping updated on course work missed if a student is out for any reason (sick, band lesson, doctor appointment, field trip). Self-advocacy in this way is also a highly desired skill for accelerated students.

Single and Double Accelerated Students Should...Complete 90% of assignments at 80% accuracy.
- Course work should always be completed on time. Students in the accelerated pathways should maintain a work completion rate of 90% with an accuracy rate of 80% or higher. If they are not able to, students should reach out to their math teacher for help and support.

Single and Double Accelerated Students Should... Maintain the following achievement levels on all Math MAP assessments:
- Single Accelerated Students: 75th percentile or above
  - Having an average score in the 80th percentile earns 1 point on the identification matrix, which is desirable for placement in Single Accelerated Math. Maintaining scores in the 75th percentile allows for an occasional dip in performance on the Math MAP.
- Double Accelerated Students: 92nd percentile or above
  - Having an average score in the 94th percentile earns 2 points on the identification matrix, which is a requirement for automatic placement in Double Accelerated Math. Maintaining scores in the 92nd percentile allows for an occasional dip in performance on the Math MAP.

Single and Double Accelerated Students Should... Maintain the following achievement levels on all District Math Mastery Checks:
- Single Accelerated Students: 70% or above
  - District Mastery Checks are cumulative assessments. Earning a score of 70% or above ensures that a student is retaining knowledge of learned content and will not need to revisit standards that were already taught as they progress to the next course in the Single Accelerated pathway. Some standards will be reviewed, but mastering standards at a level of 70% ensures that most of the content will not need to be revisited before new content is taught.
- Double Accelerated Students: 80% or above
  - The acceleration is faster on the Double Accelerated pathway, so the expectation of content retention is raised to 80% for students to be successful as they progress through the courses in this pathway.

Contact

Jennifer Bergeron

ParentConnect Lean on Me partnerships program

D34 ParentConnect Program on 10/6 at 7pm: Lean on Me

Kindergarten: Hybrid Schedule

Grades 1-2 (Primary): Hybrid Schedule