Articulate Word Output - Los Angeles Unified School District



CC Math Pathways Overview

1. Parent Presentation

1.1 Common Core Mathematics Pathways Overview

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Thank you for watching the Common Core Mathematics Pathways Overview from the Division of Instruction. Our goal in this presentation is to inform parents about course options and answer questions around mathematics in middle and high school.

1.2 agenda

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In this presentation we will be looking at the changes and shifts in the current Common Core math courses from previous years.

We will explore the mathematics courses and pathways offered in middle school, including opportunities for acceleration. We will take a closer look at three sample students to see how they arrive college and career ready in mathematics upon graduation.

Finally, we will address commonly asked questions as well as provide you contact information if you have questions beyond the information covered in this presentation.

1.3 Changes in Math Courses Under Common Core

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As you have probably already noticed through your child’s math homework, projects and tests, math instruction has changed under Common Core.

1.4 On the Road to Success for Algebra I

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When constructing a building, it’s important to plan ahead and lay the proper foundations and supports. Similarly mathematics should follow a plan.

It is not a list of disconnected topics, tricks, or mnemonics; it is a logically progressing discipline that has intricate connections among the various domains and clusters in the standards.

Therefore, the standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years.

As we prepare students’ for success in Algebra 1, it is important we provide deep and rigorous instruction in the 6th, 7th and 8th grade course content.

1.5 Untitled Slide

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Under the Common Core, content that was previously part of higher courses has been included in the Grade 8 course. You can also see changes to the content of high school courses under Common Core.

Due to the increase in rigor of the California Common Core State Standards for grade eight, some recalibration of course sequencing was needed to insure students are able to master the additional content.

As you review the changes to these courses, you can see that some high school geometry and algebra have moved to 8th grade.

The implications of this may mean many of today’s may find the new standards for grade eight content significantly more difficult.

Even students that would have been enrolled in Algebra 1 in eighth grade find CC Math 8 a challenging course because it includes those advanced standards already, and requires more rigorous, conceptually based instruction.

This provides an opportunity to strengthen conceptual understanding by encouraging students - even strong mathematics students - to meet the rigorous grade eight standards while enrolled in the eighth grade.

1.6 California Department of Education CDE: CC Math 8 Course

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Let’s take closer look at the California Department of Education’s description of the CC Math 8 course. It states much of the content central to Algebra I courses of the past is now found in the eighth grade Common Core State Standards.

The standards stress conceptual understanding, procedural skill and fluency, and application to ensure that students will learn and absorb the critical information necessary to succeed at higher levels of mathematics and can apply their learning in increasingly complex situations.

The Common Core Math 8 course contains concepts that are pivotal to students’ future success in higher math courses.

1.7 CST Algebra 1 Released Item

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Another way we can see how math courses have changed under the Common Core is by looking at the state assessments. Let’s look at how the old and new tests compare.

Here is an old Algebra 1 item from the CST. Feel free to read through the problem. When you’re ready to continue, click the button.

What is the problem asking? What must students do to demonstrate learning?

1.8 SBAC 8th Grade Sample Problem

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Here is a corresponding item from the eighth grade SBAC assessment. It covers the same standards as the CST question but those same standards are now part of the eighth grade math course.

Feel free to read through the problem and click the button when you’re ready to continue.

What is the problem asking? What must students do to demonstrate learning? How does this compare with the CST question from Algebra 1?

You may have noticed the new problem is more complex, and involves multiple parts based on the same scenario. Students are being asked to show their work and explain their thinking instead of simply bubbling their answer.

The skills students need to perform on these types of tasks require instruction that focuses not just on procedures and skills, but on deeper conceptual understanding and critical thinking.

In the old CST question, students could use other non-mathematical strategies for deriving an answer, potentially hiding their misunderstanding by randomly guessing correctly.

1.9 Acceleration in the

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How do the changes under the Common Core impact the requirements for and decision to accelerate students?

The California Framework for mathematics describes how students may accelerate to prepare for higher math courses by compacting courses. The term “compacted” means that the content is compressed, not skipped.

Therefore it requires a faster pace to complete the necessary coursework. Students have much less time to gain mastery of the content in order to keep pace with it.

You may be wondering why students are no longer allowed to skip all or part of a course. Remember, mathematics is a progression of interconnected ideas and concepts.

Just as we would not build a house with missing supports in the foundation, we cannot build a student’s mathematical foundation by skipping material that is vital to success in higher level math courses.

1.10 Middle SCHOOL MATH PATHWAYS

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As you think about your student, you may be wondering what types of courses are offered in middle school and what might be right for them. In order to give you an idea of the options available within LAUSD, let’s look at three sample students and see how they arrive at high school graduation college and career ready in different ways.

1.11 A LOOK AT THE LIVES OF 3 STUDENTS

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Jenna, Sam and Kayla are currently in 5th grade.

Jenna likes art, science and English. In her free time she plays tennis and the piano. Her grades on the most recent progress report are shown.

Sam likes robotics, art and English. He plays soccer and chess. His grades are also listed.

Kayla likes acting, math and science. She plays the flute and also enjoys playing soccer. Her grades are also shown.

1.12 2015-2016 Common Core (CC)

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Each of these students will follow a different math pathway in middle school. Like the large majority of our LAUSD population, Jenna represents the student who will enter the College and Career pathway.

Here she will take Common Core Math 6 in 6th grade, Common Core Math 7 in 7th grade, and Common Core Math 8 in 8th grade. All students take a placement exam at the end of 6th grade.

Jenna remained on the College and Career Pathway based on her exam score and grades, however some students will receive the option to accelerate based on their exam scores and grades.

Sam represents the small percentage of students who accelerate at the beginning of 7th grade. He also started middle school by taking the Common Core Math 6 in 6th grade.

However, as a result of his grades, SBAC score, and placement test score he was able to enter the Accelerated Pathway at the beginning of 7th grade. At this point, Sam will take Accelerated Common Core Math 7 in 7th grade, and Accelerated Common Core Algebra 1 in 8th grade.

Now let’s take a look at Kayla. She entered middle school on the Highly Accelerated Pathway (previously called the Alternate Accelerated Pathway). This pathway only represents about 1% of the LAUSD population.

It is a unique pathway designed for students with extremely high mathematical aptitude who have demonstrated above grade level content mastery. Students may only enter this pathway based on their results from multiple 5th grade criteria, which we will discuss in detail in a few moments.

1.13 A Closer Look: CCSSM

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At this point, we are going to focus on those pathways that include compacted content. Sam and Kayla’s pathways content compacted content, so let’s talk more specifically about what that means.

For Sam, the Accelerated Pathway compacts the content of four courses in three years. He started middle school with Common Core Math 6, which is not compacted.

At the end of 6th grade, Sam and all of his 6th grade classmates take the 6th grade exam to determine placement for 7th grade.

If a student scores either proficient or advanced on the exam, they are given the option to move into the Accelerated Pathway. Sam chose this option, so he will begin 7th grade having been placed in Accelerated Common Core Math 7.

In this class he will learn the entire Common Core Math 7 course content, plus the first half of the Common Core Math 8 content.

At the end of 7th grade, Sam is still performing well and has demonstrated he is learning at this faster pace. Therefore, he is placed in Accelerated Algebra 1 at the beginning of 8th grade.

In this class he will learn the second half of Common Core Math 8, and all of the high school Common Core Algebra 1 content. Ultimately, Sam will take 4 math courses in his three middle school years.

1.14 A Closer Look: CCSSM

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Kayla’s journey started a little differently than either Sam or Jenna. She started 6th grade on the Highly Accelerated Pathway. In this pathway, five courses are compacted into three years.

Kayla began this pathway after meeting the required criteria in 5th grade, which will will look at in a moment.

On this pathway, Kayla begins 6th grade by taking Highly Accelerated Common Core Math 6/7. In this class she will learn all of the content from Common Core Math 6 and all of the content from Common Core Math 7.

To verify she is progressing successfully on this extremely fast pathway, she will take the 6th grade summative exam toward the end of the year.

In 7th grade, Kayla will take Highly Accelerated Common Core Math 8/Algebra 1. This class includes all of the content from the Common Core Math 8 course and all of the content from the high school Common Core Algebra 1 course.

She continues to demonstrate success on this pathway, therefore she will move on to Common Core Geometry in 8th grade. This is a high school course.

Kayla will take a total of five courses in three years, two of which are high school courses.

1.15 Accelerated Pathway

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Now that we have looked at the math pathways your student may take in middle school, you may be wondering what the criteria are for each pathway.

For the Accelerated Pathway, criteria are reviewed at the end of 6th grade.

Students must earn a score of proficient on the 6th grade placement test, an A or B in their Common Core Math 6 course, and a score of Standards met or higher on the Smarter Balanced Summative Assessment.

In addition to these criteria, parents must read and sign the parent letter and the Acceleration Agreement in order for your student to placed on this pathway.

1.16 Highly Accelerated Pathway

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For the Highly Accelerated Pathway, the criteria are reviewed at the end of 5th grade. It is estimated that less than one half of one percent of students across the entire district will qualify to accelerate on the Highly Accelerated Pathway.

Students must have earned marks of “4” on all 4th and 5th grade report cards and a score of “Standards Met” or higher on the Smarter Balanced Summative Assessment.

We do not want to unnecessarily test students who are not interested in or do not already meet preliminary criteria for entry to the pathway, therefore meeting these first two criteria will determine if your student is eligible to take the placement test.

Once your student qualifies to take the placement test, they must earn proficient or higher on the examine order to enroll in the Highly Accelerated Pathway.

Please be aware, the placement test is not required. If you do not want your child to participate in this pathway, you may chose to opt out of the test.

In addition, if your child does not meet the initial criteria but you feel they would pass the placement test, you may request that your child be given the placement test.

Since this is a test for early advancement, therefore there are no study guides provided by the district, school or teacher. Additionally, teachers are required to teach their grade level appropriate standards, which is a large task.

Therefore, teachers should not be expected to provide “test prep” or above grade level content.

1.17 HIGH SCHOOL MATH Pathways

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Now that we have looked at the middle school pathways for Jenna, Sam and Kayla, let’s look at what math courses they can take in high school.

1.18 High School Acceleration Pathway

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Many parents wonder if their student will have other opportunities to accelerate if they don’t in middle school. Will your student still be able to take AP courses like Calculus and Statistics?

We will continue to look at Jenna, Sam and Kayla, who are each starting high school in a different place.

Jenna will be starting high school taking Algebra 1 with the vast majority of 9th grade students. This is aligned to the California Framework and is in line with the course progression outlined by the writers of the Common Core.

Sam will be starting high school in Geometry and Kayla will begin with Algebra 2.

1.19 HIGH SCHOOL Math Pathways

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Jenna, who is started on the College and Career Pathway, has a lot of options open to her in high school. She will start with Algebra 1 in 9th grade and Geometry in 10th grade.

In 11th grade she has a number of choices available. She could move into Algebra 2, which would provide her the opportunity to take another higher level math course in 12th grade.

However, if she wants to accelerate at this point, she could take Honors Advanced Math in 11th grade. This course is a combination of Algebra 2 and Pre-Calculus, which would allow her to take AP Calculus AB in her senior year.

Some schools have a newly offered course, Introduction to Data Science (or IDS). This course is an option for students who want focus on a Statistics oriented pathway.

The recommended 12th grade course for students who took IDS is AP Statistics. As you can see, Jenna has a variety of higher math courses available to her that will make her both college and career ready upon graduation.

1.20 HIGH SCHOOL Math Pathways

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Jenna also has another option to accelerate when arriving at high school. She could enroll in both Algebra 1 and Geometry in 9th grade.

This would give her two math courses in one year, allowing her to move into more advanced courses in 10th grade.

This would enable her to take additional higher level and AP classes before graduation, just like Sam, but without rushing her learning in middle school.

1.21 HIGH SCHOOL Math Pathways

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Sam begins his high school career with Geometry. In 10th grade, Sam has the option to take courses such as Algebra 2, Honors Advanced Math or IDS.

Depending on the course he chooses, he can move into Precalculus, AP Calculus AB, or AP Statistics. From there, a variety of higher math courses are available for 12th grade.

1.22 HIGH SCHOOL Math Pathways

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For students like Kayla, who began high school with Algebra 2, a number of AP and higher math classes are available for 10th, 11th and 12th grades.

1.23 Differentiating to meet

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Each of the students we have followed through middle and high schools, had different needs, yet each student graduated college and career ready. Every student had the opportunity to accelerate at multiple points.

Our goal is to find the pathway that will provide the best opportunity for success both now and in the future.

1.24 Final thoughts

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The Common Core provides universal access for students to accelerate regardless of where they begin.

One of the major components of the multiple pathways and acceleration points is to provide students the “gift of time” to develop the strong foundational understanding and skills necessary for math.

Every pathway prepares students for college entrance, and future careers so your student can graduate ready to achieve their dreams.

1.25 Questions

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If you would like to review the materials referenced in this presentation, click the resources button above. If you have any questions, please contact your local district office.

1.26 Verification

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Thank you for watching!

Please click the link to complete the form verifying you watched the parent information video.

2. Two

2.1 On the Road to Success for Algebra I

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Notes:

Mathematics is not a list of disconnected topics, tricks, or mnemonics; it is a logically progressing discipline that has intricate connections among the various domains and clusters in the standards. Therefore, the standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years. As we prepare students’ for success in Algebra 1, it is important we provide deep and rigorous instruction in the 6th, 7th and 8th grade course content.

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