Grades K-3 Math

In grades K-3, all students are heterogeneously grouped and teachers differentiate within their own classrooms.  At times, teachers may use the results of pre-assessments and re-group students by unit among the different classrooms across the grade level.

Grades 4-5 Math

In grades 4 and 5, students may be identified for Advanced math.  The Advanced Math Program 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 Program 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 the Advanced course is not an accelerated course, these students tend to grasp skills quickly and apply new knowledge and skills independently.

Grades 6-8 Math

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.

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:

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.

Placement Timeline:

• Students complete Winter NWEA MAP Math and Reading tests

• Teachers complete Student Performance Rating Scales
• Math Placements are calculated

• Placement Results shared with parents in PowerSchool

• Appeal forms due by April 1st
• Supplemental testing for invited and appealing students

• Appeal Committee determines results of unfinalized placements
• Parents are notified of results 

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:

The appeal process concludes with a committee composed of D34 teachers and/or administrators who will review student scores on a supplemental math test, 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, 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.

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.  

Students are identified to join the Advanced and Accelerated pathways each 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.  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.  

Student Performance Rating Scale

• 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)

• 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)

• 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:

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 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.

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:

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 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.

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.

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.

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.  

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.

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.  Testing dates will be updated on this page as available.

• 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 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
• 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
• Whether taken remotely or at school, the following District 34 Testing Security Expectations should be followed.

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 Provisional Placement:

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.

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.

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:

• 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.

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) report
  • Historical Reading MAP (NWEA) report
  • CogAT Non-Verbal report
  • CogAT Quantitative report
• 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) 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.

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, Jenn Nimke, 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.