District 65 Math Acceleration/Compaction

Board PresentationFebruary 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 AccelerationMath 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 AccelerationOne 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 PlanSY14 - 15Acceleration as “Course Skipping”

SY15-16Published Process / More Transparency

SY16-17Acceleration as “Compaction”

SY15-16Published Process / More TransparencyAcceleration begins in 5th Grade(K-5 done on Case-by-Case basis)

SY16-17Creation of Math 6/7 Compacted CourseCreation of Summer PreAlgebra Course

Current District 65 Math PathwaysAs 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 Data8th 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 ChangesWe 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 SchedulingAdding 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 DevelopmentA 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

PrimeTime Shapes and Designs

Comparing Bits Accentuate the Negative

Let’s Be Rational Stretching and Shrinking

Covering and Surrounding Comparing and Scaling

Decimal Ops Moving Straight Ahead

Variables and Patterns What Do You Expect?

Data About Us Filling and Wrapping

Samples and Populations

While every lesson in each unit will not be taught, students will have the opportunity to master the primary learning goals and outcomes for each unit. Math teachers and District math coaches will assess the curriculum through quizzes and unit tests.

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

Training for 6/7 course (Math6/7 course development) $7800

Summer Curriculum ProjectSubstitute coverage during SY16Stipends 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 JEHWorst Case Staffing Scenario: Adding 0.3 FTE Teacher at Chute, Haven, and Nichols $75,000 RECURRING: 0.3 FTE at Chute, Haven, Nichols

Total $91,600

Note: Highlighted lines are yearly recurring costs.

Placement Criteria: RecommendationsWe recommend that the placement criteria be updated to ● eliminate the Teacher Survey portion

Min Score

Max Score

Referral score

Qualify for Math Acceleration

“Grey” Area for Opt-In

We recommend that a “grey” area referral band, slightly below the cut-off, be identified. Students that score in the “grey” area have the opportunity to be recommended for acceleration by either their parents or their teacher. Families have the opportunity to opt-in the accelerated course.

TimelineProposal to CAC (6/7 Course and Summer Course) January, 2016

Present to Board for Discussion February 8, 2016

Information emailed to parents regarding process; Website updated; Informational Session held at various schools w testing expectations

Late February/Early March

Revise End-of-Year Qualifying Exam Placement Tests March, 2016

Summer Course Development March/April

6/7 Course Development March/April

MAP testing April 4 - 15, 2016

Math Qualifying Exam Placement Testing Mid- April, 2016 (3rd Week)

Qualifying Exam test scores entered by Teachers May 4, 2016

Placement letters mailed to parents and lists provided to teachers/principals May 9, 2016

Math Placement Testing Re-take (either MAP or Qualifying Exam) May 21, 2016

Final Placement Agreement - Parents/teachers of students in “contingency/grey zone” can opt students into advanced placement

June 3, 2016

Summer Course June 13-July 15, 2016

Questions

Math 6 UnitsMath 6 Units Content by Unit

PrimeTime Number theory, including factors, multiples, primes, composites, prime factorization; order of operations, distributive property.

Comparing Bits Ratio, unit rate, rate tables, rational numbers, decimals, percents, equivalence, absolute value, number line.

Let’s Be Rational Addition, subtraction, multiplication, division of fractions, fact families.

Covering and Surrounding Area and perimeter relationships, area and perimeter of polygons, surface area and volume of rectangular prisms.

Decimal Ops Addition, subtraction, multiplication and division of decimals, estimation; solutions for a % of b = c

Variables and Patterns Variables, variable expressions, equations, inequalities; representations of relationships in tables, graphs, equations.

Data About Us Analysis of data distributions, including shape, measures of center (mean, median, mode) and variability (range, inter-quartile range, mean absolute deviation).

Math 7 UnitsMath 7 Units Content by Unit

Shapes and Designs Polygons, measurement of angles, angle sum of polygons, conditions for unique triangle, parallel lines and transversals.

Accentuate the Negative Addition, subtraction, multiplication and division of rational numbers, absolute value, opposites, order of operations, distributive property.

Stretching and Shrinking Enlarging a figure, effect of scale factors on perimeter and area, coordinate rules, ratios between and within similar figures; using similarity to find measures.

Comparing and Scaling Ratios, unit rate, rate tables, constant of proportionality, solving proportions, Inc. markups, discounts, commission, measurement, conversion.

Moving Straight Ahead Representing linear relationships in graphs, tables, equations; solving linear equations; slope, intercept, writing equation for linear relationship given points.

What Do You Expect? Probability models, experimental and theoretical probability, analysis of compound events.

Filling and Wrapping Area circumference of circle; volume and surface area of rectangular and polygonal prisms, cylinders; volume of pyramids, cones, spheres; plane sections of prisms, pyramids; effect of scaling on surface area and volume.

Samples and Populations Sampling plans, effect of sample size, predicting population statistics, simulations, comparing sample statistics to draw inferences about two populations.