District 65 Math Acceleration/Compaction Board Presentation February 8, 2016
District 65 Math Initiatives (SY2015-2016) ● Everyday Mathematics 4 District-wide Implementation for K-5 ○ New instructional material ○ Extensive teacher professional development ● Mathematics Framework Creation for K-5 and 6-8 ○ Outline expectations for high quality math instruction ○ Identifies curricular resources and exemplar practices ○ Resource for new teachers ○ Repository that allows teachers to build increasingly rigorous and aligned practices ● Math Compaction Policy Development ○ Feasibility Analysis ○ Compacted Math 6/7 course development
Purpose: District 65 Math Acceleration/Compaction ● Provide access to high-quality, rigorous, and coherent mathematics courses for all students ● Ensure that clear and consistent placement criteria and processes are established to identify and place students in appropriate mathematics courses ● Provide opportunity for all students to enroll in advanced mathematics courses throughout high school (including AP and dual credit college level courses) ● Prepare historically underrepresented students for access to and success in advanced mathematics
Background: District 65 Math Acceleration Math Acceleration in District 65 is synonymous with skipping a math course. Traditionally, District 65 has used “course skipping” as the way to accelerate learning by placing students into advanced mathematics courses. Course skipping is the practice of skipping an entire math course. For example, some rising 6th graders skipped Math 6, going from Math 5 to Math 7. Some rising 7th graders skipped Math 7, going from Math 6 to Algebra 1.
Background: District 65 Math Acceleration One area of concern with course skipping is the extremely high potential to create gaps and a lack of coherence in student mathematical learning. The Common Core State Standards for Mathematics (CCSS-M) document, “Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards,” highlights that “students who are capable of moving more quickly [through mathematics instruction] deserve thoughtful attention, both to ensure that they are challenged and that they are mastering the full range of mathematical content and skills— without omitting critical concepts and topics.” The document stresses that “the continuity of the mathematics learning progression is not disrupted ” and recommends that districts create “a well-crafted sequence of compacted courses … as opposed to skipping content.”
District 65 Math Course Sequence Transition Plan SY14 - 15 SY15-16 SY16-17 Acceleration as “Course Skipping” Published Process / More Transparency Acceleration as “Compaction” SY15-16 SY16-17 Published Process / More Transparency Creation of Math 6/7 Compacted Course Acceleration begins in 5th Grade Creation of Summer PreAlgebra Course (K-5 done on Case-by-Case basis)
Current District 65 Math Pathways As part of District 65’s strategy to ensure each student is respected, challenged, and successful in high-quality mathematics courses, well-prepared students are able to place into advanced mathematics courses. There are two established District 65 math pathways that support 98% of our students: ● Algebra Pathway ● Geometry Pathway Successfully completing the Algebra Pathway enables students to complete one AP college level math course before high school graduation. Successfully completing the Geometry Pathway enables students to complete two AP college level math courses before high school graduation.
Current D65/D202 Math Pathways
Comparative Data 8th Graders Passing Algebra (via ISBE Report Cards) District 65 Oak Park River Forest Northbrook Highland Park 86% 46% 37% 52% 89% ETHS 9th Grade Math Placement 1 Algebra Geometry 2 Algebra SY15 23% 59% 17% SY16* 17% 65% 14%
Recommended Changes We recommend that District 65 move forward with the math course sequence plan for SY16-17 that was outlined and presented during SY14-15. This includes: ● Create a compacted Math 6/7 course to be taken by 6th graders who have been identified with high achievement in mathematical ability. This course will continue to provide a pathway to Geometry in 8th grade and will address the CCSS-Math skills gap that students currently experience by course skipping Math 6 and directly enrolling in Math 7. By addressing these skills gaps, students will be better prepared for success at higher levels of mathematics. The compacted Math 6/7 course will be offered at the 3 middle schools. Our recommendation is to keep the on-grade class sizes smaller than the accelerated class sizes, as much as possible. ● We recommend that, at this time, District 65 not provide the compacted Math 6/7 course to students in 6th grade at King Arts and Bessie Rhodes. Instead, we will maintain course skipping only at King Arts and Rhodes for 6th graders until we can better design a compaction program. This decision will be re-examined during SY2016-2017.
Recommended Changes (cont) ● We recommend that the placement criteria be simplified. We recommend that the Teacher Survey portion of the placement process be eliminated. Additionally, we recommend that appeals to re-test be eliminated. Instead, one make-up test date, administered prior to the end of the school year, will be offered for students to take either the District exam or NWEA. During the make-up test date, students may re-take one exam (MAP or qualifying exam) that they believe does not accurately represent their performance level. ● Continue acceleration as course skipping for grades K-5 on a case-by-case basis using a defined District 65 criteria.
SY2016-2017 D65/D202 Math Pathways
Impact ● Scheduling / Staffing ● Course Development ● Budget
Impact: Staffing and Scheduling Adding a new course of any type impacts the overall school schedule and staffing needs. Specific staffing and scheduling impacts at each school will vary based on the actual number of students in accelerated math courses. Through multiple acceleration projections, creating a compacted Math 6/7 course would result in a potential staffing increase of 0.3 FTE math teachers per school. Other factors that impact staffing: ● School enrollment ● Number of students with Individualized Education Plans ● Class size
Impact: Course Development A new compacted Math 6/7 course needs to be developed. The compacted course will cover 15 units from the Connected Mathematics Program (CMP). Math 6 Units Math 7 Units While every lesson in each unit will not be taught, students will have the opportunity to PrimeTime Shapes and Designs master the primary learning goals and Comparing Bits Accentuate the Negative outcomes for each unit. Math teachers and Let’s Be Rational Stretching and Shrinking District math coaches will assess the Covering and Surrounding Comparing and Scaling curriculum through quizzes and unit tests. Decimal Ops Moving Straight Ahead Variables and Patterns What Do You Expect? Data About Us Filling and Wrapping Samples and Populations
Impact: Budget Our projected budget for implementation for SY17 is $91,600. This figure includes a worst case staffing impact of 0.3 FTE math positions at Chute, Haven, and Nichols. The recurring cost to maintain the Math 6/7 compaction course across the middles schools is $75,000/year. Again, this figure represents the worst case staffing impact. Description Total Notes Summer Curriculum Project Substitute coverage during SY16 Training for 6/7 course (Math6/7 course development) $7800 Stipends for Math Specialist and Instructional Coach support SY17 School Year Planning (Math 6/7 course development) $2000 For continued course development throughout SY17 Student Textbooks $6000 $30/book for 200 students Teacher Textbooks $800 4 sets - One per teacher plus copy at JEH Worst Case Staffing Scenario: Adding 0.3 FTE Teacher at Chute, Haven, and Nichols $75,000 RECURRING: 0.3 FTE at Chute, Haven, Nichols $91,600 Total Note: Highlighted lines are yearly recurring costs.
Placement Criteria: Recommendations We recommend that the placement criteria be updated to ● eliminate the Teacher Survey portion We recommend that a “grey” area referral band, slightly Max Score below the cut-off, be identified. Students that score in the Qualify for Math Acceleration “grey” area have the opportunity to be Min recommended for acceleration “Grey” Area for Opt-In Score Referral by either their parents or their score teacher. Families have the opportunity to opt-in the accelerated course.
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