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
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.
Notes:
** 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.
