The Math Program in District 34 follows a standards-based curriculum in grades K-8. Starting in 4th grade, advanced math programming is provided for qualifying students. In middle school, some students will qualify for accelerated math programming. Open the tabs below to read more about the math program in each grade level.

Each classroom in kindergarten through third grade contains students with varying ability levels. This allows for teachers to organize student groups that can fluctuate between heterogenous (students with varying ability levels grouped together) or homogenous (students grouped with like-minded peers).

Students benefit from heterogenous grouping by working with peers who think differently than they do. Some students will have an "ah hah!" moment by hearing another child explain something that they may not have mastered yet, while the children who provide the explanations are developing very important math communication skills.

Homogenous grouping is beneficial because it allows teachers to group students of like-ability together to allow skill-specific enrichment for those who are ready as well as provide more thorough support for those who need it.

In grades 4 and 5, some students will be identified for 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 class allows students more time to engage in complex application of skills and concepts, problem-solving and critical thinking with grade-level standards. 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. While Advanced Math is not an accelerated course, the students who are in this class tend to grasp skills quickly and apply new knowledge and skills independently. The Advanced Math class presents students with challenges and puzzles that utilizes the students' innate strength in logical thinking.

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

6th Grade

7th Grade

8th Grade

Grade Level

6th Grade Common Core

7th Grade Common Core

8th Grade Common Core

Single Accelerated

6th Grade Common Core with Enrichment

7th & 8th Grade Common Core

High School Algebra 1*

Double Accelerated

7th & 8th Grade Common Core

High School Algebra 1*

High School Geometry*

* Students who participate in high school courses during middle school are expected to complete course work at the high school level. Additionally, students must demonstrate mastery of standards in the high school course in which they are enrolled to progress in the next course in the pathway.

Content Focus by Grade Level

From the Achieve the Core website: "Rather than racing to cover topics in a mile-wide, inch-deep curriculum, Common Core standards require us to significantly narrow and deepen the way time and energy are spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom."

The Math Program in District 34 offers advanced (grades 4 and 5) and accelerated (grades 6-8) options for students.

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

The Superintendent Math Task Force is charged with researching, designing, and recommending a repeatable, predictable, collaboratively designed student identification process for advanced and accelerated math. The committee is representative of key stakeholders including staff from District 34 and Glenbrook District 225, a member from the District 34 Board of Education, and parents. In an effort to continually update the community with information about the Task Force, the District posted talking points within 24 hours of each meeting, as found below.

November 21, 2016

The committee is representative of key stakeholders including staff, board, GBS staff, and parents. Members are listed in the Charge Document.

Talking Points will be shared with staff and community within 24 hours after each meeting.

The committee participated in several activities to better understand, identify and utilize the characteristics of high performing, collaborative teams. This helps lay a foundation for the committee's work.

The committee engaged in the Question Formulation Technique using three Question Focus Statements related to the topic of advanced/accelerated math. Teams generated questions that will help to guide our research and, ultimately, inform our recommendation on an identification process. Categories for guiding questions include:

Purpose, Student Success, Current Process (D34, GBS)

Identification (Criteria, flexibility, process)

Differentiation/Challenge

December 1, 2016

The group continued research and discussion to deepen understanding and provide baseline information regarding considerations for accelerated academic programming and policies.

The team developed a common understanding of the current District 34 math curriculum and pathways.

The team developed a common understanding of historical and current identification practices for placement into advanced and accelerated courses in D34.

December 14, 2016

Research - Task force members continued reading the article, Beyond Gifted Education: Identify Those Who Have a Need for and Can Succeed in the Program.

Members participated in a detailed review of student placement and achievement data from GBS and D34.

Members were informed about the collaborative, comprehensive placement process that occurs through articulation and data review by D34 and GBS staff.

Upon the group's understanding of the comprehensive process for placement procedures in D34 and at GBS, members identified the need for clear communication regarding math placement for D34 and GBS.

January 10, 2017

Research - Task force members debriefed the article, Addressing Under-Representation of Student Populations in Gifted Programs.

Members reviewed gender and ethnicity data for each math course for the 2016-2017 school year.

Members reviewed math placement processes from other township and regional districts, identifying strengths and potential components for consideration.

Members identified characteristics of advanced and accelerated students (academic, social/emotional, and work habits) and potential identification tools.

Members worked in small groups to design draft models of a potential identification process. Individuals then participated in a comparison matrix activity to determine which proposal the committee will continue refining at the next meeting.

January 26, 2017

Task Force members reviewed the matrix comparison process utilized at the prior meeting to select a base, or starting point, for our math placement identification model.

The committee divided into groups to develop the four components of the placement process:

Identification Process (flowchart of the steps explaining the overall process including the annual timeline)

Identification Matrix (measures and cut scores used to determine placement)

Appeal Process (timeline and survey forms to gather additional information from parents, students and/or teachers)

Exit Process (flowchart to ensure consistency of steps to be taken when students exit one course and move to another)

The committee members presented and reviewed each of the four components, ensuring a flow and a balance between and among the four parts. Each member was then asked to identify the level to which s/he could support the four components as presented. The group agreed to move forward with all four components.

Communication and professional learning needs were identified. The Director of Communication will assist with communication efforts of the task force to support staff, board, parent and community awareness of the committee's accomplishments and the identification process.

A sub-group of the task force shared a presentation/proposal with the Board of Education in March.

The Board of Education approved the proposed Identification Process in March of 2017. The new process was used for Advanced and Accelerated placements for the following school year (2017-2018). Student performance data was collected and reviewed throughout the first trimester of the following school year and teachers were asked for feedback regarding the new Identification system. The Task Force reconvened in December (2017) and January (2018) to make revisions to the Identification Process. Those revisions are reflected throughout this website.

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 will not consider the completion of outside programs or tutoring such as Northwestern Center for Talent Development, Russian School of Mathematics, Mathnasium, orKumon in the placement process.

Student math placements are reviewed each school year through a process that begins in January. Math placements are determined based on each student's individual scores, which are calculated using the District Identification Matrices.

In early March each year, parents are informed of student’s matrix result and placement for the following school year. Parents receive an email directing them to view the placement result in the parent portal of PowerSchool.

The courses that students may be identified for are as follows:

Grades 4 and 5

Grade Level Math

Advanced Math

Grades 6, 7, and 8

Grade Level Math

Single Accelerated Math

Double Accelerated Math

Additionally, the District identifies students fall just below the necessary score for automatic placement but may, in fact, be good candidates for an Advanced or Accelerated Math. Those students are invited to take a supplemental test and classroom scores are gathered as additional data to consider. More information is provided to those in this situation in the Math Placement tab in the parent portal of PowerSchool.

Students who do not place into Advanced or Accelerated pathways and are not invited for additional testing can appeal their placement for one more opportunity to be considered. Parents may appeal their child's placement as long as their child meets the eligibility criteria in the chart below. Student must meet the minimum score on at least one of the five most recent NWEA MAP assessments. Minimum scores necessary for appealing per pathway are as follows:

Appealing Into:

Minimum NWEA Score:

4th Advanced

80th percentile

5th Advanced

80th percentile

6th Single Accelerated

68th percentile

6th Double Accelerated

90th percentile

7th Single Accelerated

68th percentile

7th Double Accelerated

90th percentile

8th Single Accelerated

68th percentile

Due to the pandemic, this year parents can submit an appeal for their child even if they do not meet the criteria in the chart above.

The appeal process concludes with a committee composed of D34 teachers and/or administrators who will review student scores on a supplemental math test (taken in April), information shared by parents through the appeal form, and current school year classroom performance.

The District Appeal Committee will make a final decision and results will be emailed home to parents and updated in PowerSchool by the end of June. The decision of the Appeal Committee cannot be changed. Students who did not make the appeal have another opportunity to appeal after one school year has passed. District 34 will not consider the completion of outside programs or tutoring such as Northwestern Center for Talent Development, Russian School of Mathematics, Mathnasium, or Kumon in the placement process.

If you choose to appeal the district's decision, complete this online appeal form (you may have to "allow popups" in your browser to fill out the form). Appeal forms are due on April 1st. 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.

Not sure if you should appeal? See the Placement section of the FAQs, found in the Parent Resources tab.

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 matrix was designed to include three different types of data to avoid a hyper-focus on one type of test or data point. Analyzing data over time as students progressed from D34 into high school showed that some tests that we administer have stronger correlations with long-term success in high school AP math courses. This is why the categories in the matrix have different weights. See below:

Achievement over time: NWEA MAP (5 total possible matrix points)

4 possible points for the Math score

1 possible point for the Reading MAP percentile

Ability: CogAT (2 possible matrix points)

1 possible point for the quantitative battery

1 possible point for the non-verbal battery

Classroom Performance: Student Performance Rating Scale (3 possible matrix points)

3 possible points

In addition to ensuring the data was coming from three different types of data, the Task Force ran multiple simulations and analyzed the results to be sure that there was not one component that would be a gatekeeper in allowing a student to reach placement in Advanced or Accelerated.

The information below shares more about each of the three components found in the matrix:

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 over a period of time (using the best four out of the most recent five administrations) rather than the most recent RIT score. Using the four best scores out of the last five administrations allows forgiveness for an outlying low score. Using the average rather than the most recent score only de-emphasizes anomalies in student performance trends.

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. Analysis of D34 student performance on the the quantitative and nonverbal batteries strongly correlate with success in Advanced and Accelerated math. Both of those batteries are included as part of our identification matrices. See here for more information about CogAT.

Student Performance Rating Scale

MATHEMATICAL SKILLS/CONCEPTS

Understands new math concepts and processes with ease

Displays strong number sense, estimating and judging the reasonableness of strategies and solutions easily and accurately (MP1 & 5)

Generalizes mathematical relationships and discovers patterns (MP7)

MATHEMATICAL PRACTICES

Shows a high level of interest and perseverance when approaching a non-routine task (MP1)

Draws from a wide range of strategies and switches strategies easily, when necessary (MP1)

Successfully communicates and defends mathematical reasoning using objects, drawings, diagrams, actions, and verbal and written communication (MP3)

WORK HABITS & HABITS OF MIND

Completes homework on time and with accuracy (MP6)

Completes in-class work independently and with accuracy (MP6)

Self-directed learner who enjoys challenges and math extension opportunities

Exhibits curiosity and seeks creative ways to approach and solve problems that are unique

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

Identification Matrix for Students Entering 4th or 5th Grade

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.

Course Determination Point Totals for Students Entering 4th or 5th Grade

Rationales for Course Determination:

7 - 10 Points: Advanced Math

Point totals of 10, 9, 8, and 7 on the matrix will result in automatic placement in Advanced Math. Past teacher feedback shares that students in Advanced Math should regularly score 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.

0-6 Points: Grade Level Math

Point totals of 6, 5, 4, 3, 2, 1, and 0 on the matrix will result in a Grade Level Math placement.

* 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 invite the student for further testing and consideration for Advanced Math through taking a supplemental test. Past data has shown that the Math MAP score was the most important factor in determining success in Advanced Math. We want to be inclusive of students who have strong enough Math MAP scores, even considering those students who scored point totals in the 3-6 range 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, parents can request for their child to remain on the Advanced pathway without the need to appeal.

Identification Matrix for Students Entering 6th, 7th, or 8th Grade

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.

Course Determination Point Totals for Students Entering 6th, 7th, or 8th Grade

Rationales for Course Determination:

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%. Past teacher feedback shares that students who regularly score at or above 90% on the Math MAP 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:Single Accelerated Math

A point total of 7 will result in an automatic placement in Single Accelerated Math. Students must score at least an average of the 80th percentile on the Math MAP test to earn 7 matrix points. Current data shows that students who score at least in the 80th percentile are almost always successful in Single Accelerated math.

5 - 6 Points with a Math MAP average of the 68th percentile or above:Single Accelerated Math

Point totals of 6 and 5 in which the student has a Math MAP average at or above the 68th percentile will result in an automatic placement in Single Accelerated Math. Current data shows that students who score at least in the 80th percentile on the Math MAP almost always find success on the Single Accelerated pathway. Students who score in the 75th Math MAP percentile often find success on this pathway. Allowing students who score at the 70th and just below, so at the 68th percentile, ensures that we are inclusive of students who might find the Single Accelerated pathway to be a good fit.

5 - 6 Points with a Math MAP average of below the 68th percentile:Grade Level Math

Point totals of 6 and 5 in which the student has a Math MAP average of below the 68th percentile will result in an automatic placement in Grade Level Math. Current data shows that students who score at least in the 70th percentile on the Math MAP may be successful on the Single Accelerated pathway.

0-4 Points:Grade Level Math

Point totals of 4, 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 Single Accelerated Math if they have 0-3 points on the matrix.

** 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 will be invited to participate in further testing for consideration in the 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 can be successful in this pathway. We will consider students with Math MAP of 68% and above to be more inclusive.

*** 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 be invited to participate in 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.

Grandfathering: 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. Parents can elect to move down. Additionally, teachers may recommend for students to move down.

Students that are either invited to take the supplemental test or are taking it due to an appeal of their math placement can find information about the test on this page. Test dates are as follows:

School

Test Date

Glen Grove

April 29th

Hoffman

April 23rd

Pleasant Ridge

Week of May 3rd

Attea

April 27th in the morning

Springman

April 27th from 12:30 - 2:00

Test Details:

Students should not study for this test. They should be well rested and in good health on the day of their test.

Each test consists of 10 multi-part 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.

Students will take a secure supplemental test online at school through google forms.

Desired course:

Content on Supplemental Test:

4th Advanced

3rd grade standards taught through T2

5th Advanced

4th grade standards taught through T2

6th Single Accelerated

5th grade standards taught through T2

6th Double Accelerated

Pre-Algebra readiness skills

7th Single Accelerated

Pre-Algebra readiness skills

7th Double Accelerated

Algebra readiness skills

8th Single Accelerated

Algebra readiness skills

District 34 Testing Security Expectations:

Test content is held as secure and confidential. The test instructions, items, practice items, and answers remain secure and confidential. Photographs, photocopies, screen captures, verbal discussions, written comments, or other reproduction of any portion of the assessment are NOT permitted – before, during or after testing.

Tests are only to be completed by the assigned student.

Students may not get help from anyone (parents, siblings, friends) or any resource (textbooks, internet, etc).

Tests are not to be viewed by anyone other than the assigned student.

Students may not talk to friends about the test even after they submit their responses.

All tests are NO CALCULATOR assessments.

Students may not start the test, stop, and then resume at another time.

IEP and 504 accommodations should be adhered to at all times.

Proctors cannot define vocabulary words.

Proctors cannot re-state or paraphrase a test question using other words.

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.

6th-8th Grade Provisional Process:

Should 6th, 7th, or 8th grade student be placed in Single or Double Accelerated Math based on results of the supplemental test or appeal, the placement will be provisional until the end of the first trimester of the following school year.

Midpoint of Trimester 1:

If there are concerns about a student's 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:

A student must meet two of the following three criteria to remain in the Single or Double Accelerated course:

Average of 80% or above on classroom tests

Score of at least 30 out of 40 points on the Student Performance Rating Scale

Score of at least 75% on the District Trimester 1 Math Benchmark

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.

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.

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.

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.

Once new students have registered in District 34, we can begin to determine if a student would be appropriately placed on one of our Advanced or Accelerated math pathways.

Information for students transferring into District 34:

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) report

Historical Reading MAP (NWEA) report

CogAT Non-Verbal report

CogAT Quantitative report

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)

Transfer students are placed 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 January.

Help your child develop perseverance. Perseverance is essential for success in Advanced and Accelerated math, for students will find problems intended to give them a bit of struggle while attempting to solve. Teachers know and expect to see this and would rather help a child draw upon multiple strategies than see a child give up quickly out of frustration at not knowing the answer immediately.

Developing perseverance doesn't have to happen in the boundaries of math skills. Stacking plastic cups, making toothpick sculptures, building card castles, anything that requires a child to "keep at it" will help them to learn not to give up if something gets hard. Lego building and blocks are good too. Since the Advanced class comes with more challenge problems, we want the children to be able to try and try again without giving up. We want it to be natural for them to accept if their first answer is wrong they should try again without being discouraged. Any way that those feelings of "it's ok that I didn't get it right at first, I'll just try again" can be strengthened will build perseverance and self-confidence in the child's problem-solving abilities.

Some students changing pathways may experience content acceleration. If your child is in this situation, check out the suggestions for students changing pathways found above.

6th grade Double Accelerated students are taught 7th and 8th grade math standards. 6th grade standards are an introduction or a "first look" at standards that are mastered in 7th and 8th grade Common Core. Since students who are placed into the Double Accelerated pathway tend to master things quicker than average, we find the most appropriate time pathway for acceleration of standards to allow for Algebra in 7th grade is for 6th grade Double Accelerated students to master the most essential topics of the 7th and 8th grade standards. For students who want to prepare between 5th and 6th grade, the District has prepared suggestions for a student joining the 6DA pathway.

The chart below shows how grades K-5 are taught different standards than grades 6-8. A new set of domains is introduced in 6th grade and mastered by the end of 8th grade.

District 34 doesn't allow outside programming in math for advancement purposes. Because we teach Algebra on behalf of the high school, we need to ensure we have taught the standards to the same depth and complexity that the high school expects. We also have a comprehensive placement process that identifies students that are ready to take Algebra in 7th grade.

Algebra is typically taught in 9th grade, so when students take it two years earlier (as 7th graders), we need to ensure that they are as academically ready for the abstract content as possible. We cannot verify how outside programs assess algebra readiness, nor can we monitor student success in the course if it is taught outside of District 34.

If students take high school Algebra before they are academically prepared, they may be faced with various disadvantages. For example,

starting the first course of secondary (high school) progression without mastering prerequisite skills and standards from the K-8 curriculum

learning becomes segmented because they are practicing algebra skills independently rather than building upon foundational skills they would have acquired from previous standards in 7th and 8th grade

difficulty visualizing and understanding the abstract ideas that present themselves in algebra standards

lack of long-term retention of algebraic concepts which leads to a lack of connecting one standard to another

difficulty in subsequent math courses due to lack of mastery and full understanding of algebra

at times, a need to repeat an algebra course to strengthen foundation algebraic knowledge that was not mastered

There is no option to move from Single Accelerated 8th grade (Algebra) to Double Accelerated 8th grade (Geometry) because it would involve skipping an entire year of foundational secondary math standards -- Algebra 1. Students cannot be enrolled in or successful in Geometry if they have not learned and mastered all Algebra standards. The first chapter or so of most Algebra 1 texts is usually review material. 8th grade CCSS (which is part of the 7SA curriculum) previews and introduces algebra content, but does not teach it at the same complexity or rigor as found in an Algebra 1 curriculum.

For students who are seeking additional challenge in the Single Accelerated pathway, a great goal could be to aim to be part of Honors Geometry in high school. Sharing this goal with your child's 8th grade math teacher can help you to know more about whether your child may be eligible in 9th grade.

In the past, the District has provided lists of tutors to parents who made such a request. However, in reviewing this practice, we find it in conflict with Board Policy. As tutors are operating as a business for profit, i.e. are compensated, it falls under Policy 8:25: No part of the School District, including facilities, the name, the staff, and the students, shall be used for advertising or promoting the interests of any commercial company except as authorized by and consistent with administrative procedures and approved by the Board. The policy prohibits the district from “advertising or promoting” thus the creation and/or distribution of tutor lists is prohibited. In order to ensure we are in compliance with Board Policy, D34 will no longer provide information or lists of private tutors.

District 34 will not consider the completion of outside programs or tutoring such as Northwestern Center for Talent Development, Russian School of Mathematics, Mathnasium, orKumon in the placement process.

Students who are in Advanced and Accelerated math should be able to find success without the aide of tutors or outside programs.

Outside programs may be helpful for students that are in Grade Level math and looking for additional support.

The MAP scores for reading and math that you see in the matrix are not from one particular test session. Our matrix is designed to include performance over time. We know that student performance on the NWEA MAP fluctuates and shows a general trend upwards.

Our matrix uses the average of the four best percentiles out of the last five test sessions. This allows one low outlying score to be omitted while showing a students general performance level. We use the percentile rather than the RIT score because you cannot average a RIT score because the RIT score is dependent on grade level and time of year and a percentile is not.

When such strong support comes from teachers that misaligns with historical test scores, there is usually a reason behind the misalignment. Often the reason is students are not retaining knowledge long-term. This is demonstrated when students perform very well in class and can recall information when it has been recently taught to them, but they have trouble recalling material learned further back in the school year. Then, they do not perform at the same level on a test such as NWEA MAP.

If this sounds like your child, here is a suggestion. Have your child to revisit previous material during a non-stressful and calm time at home (perhaps on the weekend). A quick look through an old unit or chapter (10 minutes is all it takes) might be all that is needed to help jolt the memory of that unit and bring it back to mind so it can then be recalled quicker and with accuracy when the child needs it. Revisiting material in small doses is often not overwhelming and can have great benefits. Reviewing each previous chapter over a few months a total of three times could really help with long-term retention.

Your child may also benefit from the suggestions shared on the Math at Home section found above.

The CogAT is a group-administered assessment which measures innate ability, problem-solving and reasoning skills. It is the only assessment given to all students in our district that focuses on ability over achievement-type assessments like NWEA. Achievement assessments help us understand if a student is grasping grade level skills while the CogAT is measuring underlying ability in a student. Because innate ability does not change, it is not necessary to give this test every year. Visit this link to learn more about the CogAT Batteries and Additional Information.

The CogAT is used as an identification measure for both the ELA gifted program and advanced/accelerated math placement. Only the quantitative and non-verbal batteries of the test are part of the math identification matrix. The cut scores were determined by the Math Task Force. The group analyzed historical data of District 34 students that were enrolled in our advanced and accelerated programs and continued on to be successful in honors and AP math classes in high school. In their analysis of the data, they found that successful students typically had scores in the ranges that are in our matrices.

Students earn between 10 and 40 points on the Student Performance Rating Scale. That score, out of 40 points, is entered into our identification matrix. A student that earns 30 points or above on the rating scale will earn at least one matrix point.

Students that earn below 30 points on the rating scale can inquire where they show relative strengths and areas of growth and can use that information to set their own goals moving forward. Contact your child's math teacher or Jennifer Bergeron for more information.

The information shared below summarizes responses from District 34 Advanced and Accelerated Math Teachers when asked to provide feedback regarding the similarities and differences in the characteristics of high-achieving grade level math students and advanced and accelerated math students.

Both High-Achieving Grade Level and Advanced & Accelerated Students...

...know the answers

...have a high interest in math

...are hard workers

...finish independent work and homework quickly

...commit time and effort to learning

...answer questions correctly during class

...can memorize facts and formulas easily

...independently review and study regularly

...contribute a great deal to class discussion

...receive high scores on classroom assessments

...love math

High-Achieving Grade Level Students...

Advanced & Accelerated Students...

...ask questions to clarify and more deeply understand concepts learned in class

...seek samples, hints, or guidance to complete challenge work

...easily master new skills with practice

...follow along and understand connections between concepts

...correctly apply strategies following sample problems when solving challenges and non-routine problems

...are challenged by challenge problems

...approach problems concretely

...rely on review to keep old skills strong

...ask questions beyond what the lesson is about, especially “why” math works

...consistently complete math work without parent/teacher assistance or tutoring

...do not need practice to apply new skills

...find connections among concepts without being shown

...draw upon multiple strategies to solve challenges and non-routine problems without asking for help or examples

Only students who have qualifying scores or have successfully appealed their placement are part of the Advanced and Accelerated classes. If a child has been granted their appeal and then finds the course is too challenging, they can elect to return to the Grade Level pathway at any time.

Placements are reviewed every school year up until 8th grade, so students may qualify to join either the Advanced or Accelerated pathways in the future.

Something to note is that 4th and 5th grades are composed of two math pathways (Grade Level and Advanced), while 6th, 7th, and 8th grades are composed of three math pathways (Grade Level, Single Accelerated, and Double Accelerated). Students that place into the Single Accelerated pathway are those who were at the upper end of the Grade Level 5th grade math class along with some students from the 5th grade Advanced math class. This middle pathway gives many students who were not part of 5th grade Advanced math a chance to accelerate in middle school. Click to see the pathway chart.

The Single Accelerated course for 8th grade is Algebra 1. NWEA suggests that a RIT score of 235 shows Algebra readiness. Algebra 1 is the foundational course for all high school math content. If students are not truly ready and then do not retain new material, they will have difficultly in all of the following math courses.

The K-8 standards spiral and build upon previous knowledge as the years progress which also allows for teachers to revisit and solidify content up through 8th grade. The high school standards do not work in that manner--rather students need to master material the first time they see it. If a student is not able to show they have retained Algebra standards as expected, they may need to repeat the course. We try to be very cautious when placing students in 8th grade Algebra because we would rather see them master all content prior to Algebra so they are best prepared to take Algebra. This is why we emphasize the scores we see on achievement tests such as the NWEA MAP.

Students in advanced and accelerated math courses pick up on new concepts very quickly, so less time is spent practicing new skills and rather the class jumps into deeper and more challenging application problems. Ideally, students should be able to catch on quickly without a need for re-teaching or extended practice. Students are expected to retain knowledge they learn. Placing students in advanced or accelerated math that do not belong runs the risk of said students being discouraged as they sit in a classroom of peers that think faster than they do. It could make these students feel like they are not good at math, which is the opposite of the truth if they are high performing in the grade level course. If students need more time to practice rote skills prior to application, they are not best suited in these pathways.

Advanced Math

Students who regularly score at or above the the 85th percentile are the ones who find the most success in Advanced Math. We allow students with scores lower than that to appeal (at least one score from the last five administrations needs to be at or above the 80th percentile). However, the teachers find that students who are most appropriately placed in Advanced math are the ones who regularly score in the 90th percentile and above.

Single Accelerated Math

Students who regularly score between the 75th and upper 80th/lower 90th percentile are the ones who find the most success in Single Accelerated Math. We allow students with scores lower than that to appeal (at least one score from the last five administrations needs to be in the 68th percentile). However, the teachers find that students who are most appropriately placed in Single Accelerated math score at or above the 75th percentile. Even so, some students with scores in that range do not find success in Single Accelerated and are better suited in Grade Level.

Double Accelerated Math

Teachers have observed that students who regularly score between the 92nd and 99th percentile are the ones who find the most success in Double Accelerated Math. We allow students with scores lower than that to appeal (at least one score from the last five administrations needs to be in the 90th percentile). However, the teachers find that students who are most appropriately placed in Double Accelerated math are the ones who always score at the 90th percentile and above.

Our placement process concludes in the late Spring of each school year. It is a thorough process that includes review of historical data and performance over time, along with innate ability. Student placements are not reviewed and reconsidered in the Fall, however, they will be reviewed again each Spring to determine placement for the following school year.

The data used in our matrix to determine math placements is not largely impacted by the time period of the pandemic. Our matrix includes multiple NWEA MAP scores that go back further than March of 2020. In addition, the CogAT scores for most students come from prior to that date as well. The Student Performance Rating Scale is data that comes directly from the classroom teacher from the current school year. The rating scale is completed as the teacher reflects on what he or she has seen from the student throughout the school year in the safety of their classroom (or Zoom classroom).

For our current 3rd graders who took the CogAT test this year, if a parent feels that score does not represent their child's ability level, please submit an appeal and our Appeal Committee will review your child's situation in detail.

Student must meet the minimum score on at least one of the five most recent NWEA MAP assessments. You will need to have your child's historical NWEA MAP data to determine eligibility. You can contact Jennifer Bergeron if you need a copy of that report.

The way students can sign up for the supplemental test is through an appeal. The appeal process involves a committee composed of D34 teachers and/or administrators who will review student scores on a supplemental math test (taken in April), information shared by parents through the appeal form (linked below), and current school year classroom performance.

The District Appeal Committee will make a final decision and results will be emailed home to parents and updated in PowerSchool by the end of June. The decision of the Appeal Committee cannot be changed. Students who did not make the appeal have another opportunity to appeal after one school year has passed. District 34 will not consider the completion of outside programs or tutoring such as Northwestern Center for Talent Development, Mathnasium, or Kumon in the placement process.

If you choose to appeal the district's decision, complete this online appeal form (you may have to "allow popups" in your browser to fill out the form). Appeal forms are due on April 1st. Please know that completing the appeal form does not guarantee that your child's placement will be changed.

It is not intended for students to study for this test, so there is no study guide. The best way for a child to prepare is to get a good night's sleep, eat a good breakfast, and try not to be nervous. Students may also find comfort in knowing that math placements are recalculated every school year up until 8th grade. So there are many opportunities to join this pathway throughout their time in District 34!

The supplemental test relies on a student's ability to recall the basic skills that should have been retained all year long and the ability to apply those standards to answer challenge questions. The challenge questions may require students to persevere or work harder than usual to find an answer. These are questions that students have not been explicitly taught how to solve, and it is intentional that there is no practice test that will preview these questions or content.

Students should be comfortable with drawing upon multiple strategies for solving a challenge problem. Some strategies to rely on would be guess and check, look for errors, work backwards, act it out, make a number sentence, draw a picture, identify a pattern, and make a table, chart, or list.

There is no exact target score we are looking for on this test. Different combinations of points are awarded for the challenge problems and the grade level skill problems, which makes having a "passing score" not possible.

Each test consists of 10 multi-part questions. All of the questions require only the test taker’s current grade level knowledge of math standards. FOUR of the questions are routine in nature and 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 have.

At a minimum we need to see that students have correctly answered 3 of the 6 challenge questions with varying correctly answered routine questions. Each student's test is individually reviewed to determine if they have met this requirement.

Readiness Assessments:

For the readiness assessments, we look for a score of 80% for the Single Accelerated courses and 85% for the Double Accelerated courses.

Alignment with NWEA MAP: An adaptive path can be generated for students through Khan Academy's "Mappers," which aligns with NWEA scores. The NWEA goal performance area scores are needed to get started. If you need help accessing those scores, reach out to Jennifer Bergeron.

Alignment with NWEA MAP: Click the following links to access the math K-2, 2-5 and 6+ NWEA MAP alignment documents. You can use the overall RIT score or the goal performance area scores to select content to practice. If you need help accessing those scores, reach out to Jennifer Bergeron (jbergeron@glenview34.org).

Diagnostic assessment and practice: Students complete the adaptive diagnostic test to determine their current level of mastery on standards. Then, recommendations are generated though IXL for students to work on.

For some students, a change in pathway means some content is not covered. It may be beneficial for students to review some content prior to starting the new school year in their new math course. The tabs below give guidance for each situation where summer preparation would be helpful, although not required.

Some pathway changes will not result in a student missing any content, so there is no need to prepare over the summer months. If you do not see the pathway change you seek below, you can assume that no summer preparation is suggested.

Unless found in the links below, it is not suggested that students work ahead to preview content they will learn during the upcoming school year.

Students joining the 6th grade Double Accelerated course from 5th grade Advanced may benefit from previewing 6th grade Common Core standards.

District 34 has compiled a list of topics along with IXL practice links that can help prepare students entering 6th grade Double Accelerated. Please know, completing this practice is not required, and student performance will not be monitored by D34 staff.

Learn more about the content taught in 6DA in the FAQs.

Students joining the 7th grade Double Accelerated course from 6th grade Single Accelerated may benefit from previewing both 7th and 8th grade Common Core standards. This is because students in 7DA learn High School Algebra I standards and students in 6SA were taught only 6th grade Common Core standards.

District 34 has compiled a list of topics along with IXL practice links that can help prepare students entering 7th grade Double Accelerated. Please know, completing this practice is not required, and student performance will not be monitored by D34 staff.

Students joining the 8th grade Single Accelerated course from 7th grade Common Core may benefit from previewing the 8th grade Common Core standards. This is because students in 8SA learn High School Algebra I standards and students in 7CC were taught only 7th grade Common Core standards.

District 34 has compiled a list of topics along with IXL practice links that can help prepare students entering 8th grade Single Accelerated. Please know, completing this practice is not required, and student performance will not be monitored by D34 staff.