Atlanta Public Schools CONTINUOUS LEARNING PLAN School Year

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1 Atlanta Public Schools CONTINUOUS LEARNING PLAN School Year TEACHING and LEARNING MATHEMATICS Pamela Seda Mathematics Coordinator

2 Continuous Learning Framework in Mathematics Board Policy IDA emphasizes the importance of promoting continuous learning for all students by focusing on individual needs, achievement levels and rates of learning. Beginning in August 2012, The Atlanta Public School District will adopt a Continuous Learning Framework for advancement in mathematics. The framework is based on the tenet that while no child will be placed below their current grade level, there will be no artificial barrier to moving ahead academically. Three levels will be defined to support continuous learning in mathematics: 1) on-level, 2) honors/advanced, and 3) accelerated. Each level will have a clearly defined scope and sequence, which will be available for parent review. The following actions will be implemented to ensure that all students are being challenged to reach their highest potential through the Continuous Learning Framework. 1. The framework will allow each child to progress at their optimum pace and depth, with teachers scaffolding, expanding, and compacting the curriculum as appropriate. Given the developmental needs of students, advancement within the curriculum will be provided based upon their readiness. Students who clearly need additional rigor will be identified for participation in flexible grouping designed to meet their needs. 2. Based upon a student s grades, test data, performance on common assessments and teacher recommendation, students in grades 6 through 8 will be placed in either an on-level, honors/advanced or accelerated curriculum. The honors/advanced curriculum provides exposure to key focus standards one-grade level ahead in order to provide the appropriate rigor and challenge needed to prepare students for advanced or accelerated courses in the future, including Coordinate in Grade 8. The accelerated curriculum in middle grades (Option 5 on the GaDOE Chart on page 3) compacts 1.5 years of the curriculum every year in middle grades and continues on this compacted path to enable them to take Coordinate /Analytic Geometry A in Grade Students who meet the initial criteria measures will proceed within the course framework and take district and state common assessments along the way to measure advanced and accelerated content mastery. 4. Every 6 weeks, student performance within the level at which a student is placed is reviewed to determine if the placement level continues to be appropriate in meeting the student s learning needs. On-grade level students can be identified for advanced placement within the curriculum based upon their academic performance at the end of the first semester (See the Math Course Sequence Chart on the following page). Given the nature of the compacted curriculum for the accelerated course, honors/advanced students cannot progress to the accelerated level during the school year. 5. Parents of students who are not experiencing success at the expected level performance by the 6-week checkpoints will be invited to the school for a conference. 6. Continuous achievement is designed to meet the needs of students along a continuum of learning. Students will be accelerated when they demonstrate exceptional performance for their age appropriate grade level and exhibit strong skills for the content they intend to compact. Although, the guidelines provide criteria for a high percentage of mastery on the acceleration assessments, overall aptitude demonstrated by the collective evidence of past performance and teacher feedback will be considered, always bearing in mind what is in the best interests of students. 7. Per Board Policy IHC Grades earned for qualifying high school courses taken at the middle-school level shall be included on the transcript, but shall not be factored into the weighted numeric grade-point average for classranking purposes. This means that High School courses, taken in Middle School are for elective credit, not core credit. In addition, per state legislation, high school courses taken in middle school do not count toward the HOPE scholarship. 8. The importance of providing this high level of rigor and continuous achievement for students will be validated by including continuous learning data as a part of the school improvement plan. (Additionally, specific guidelines for advancement will be modified so each student with the potential for advancement or acceleration will be given the opportunity.) Each school s plan of action for implementing the continuous learning framework will be reviewed and approved by each regional superintendent. For additional information please contact Dr. Pamela Seda, Mathematics Coordinator, at Continuous Learning Plan Guidelines APS Teaching and Learning Page 2

3 APS COMMON CORE GEORGIA PERFORMANCE STANDARDS () MATH COURSE SEQUENCE GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10 GRADE 11 GRADE 12 Math 6 Math 7 Math 8 Coordinate Analytic Geometry Advanced Pre Calculus, AP Statistics, Adv. Math Decision Making, Math of Industry & Government Math 6 Advanced Math 7 Advanced Coordinate Analytic Geometry Pre-Calculus AP Calculus AB/BC; AP Statistics; 4th Year Course; Dual Enrollment) Math 7 (Year Ahead) Math 8 (Year Ahead) Coordinate Analytic Geometry Advanced Pre-Calculus AP Calculus AB; AP Statistics; 4th Yr Course; Dual Enrollment Math 6/7A Math 7B/8 Coordinate Analytic Geometry Boxes with dotted lines indicate courses that will be phased out in 2015 Pre-Calculus AP Statistics; AP Calculus AB/BC; Dual Enrollment AP Calculus AB/BC; AP Statistics; Multivariable Calculus; Dual Enrollment Continuous Learning Guidelines APS Teaching and Learning Page 3

4 APS Honors/Advanced and Middle School Math Criteria Rising 6 th Advanced/Honors Prerequisites Math 6 Advanced/Honors Math 6/H Score in the exceeding standards range on the Mathematics Grade 5 CRCT OR national percentile ranking of 80+ on the mathematics portion of the APS Computer Adaptive Assessment in Grade 5 B or better average in the Mathematics Grade 5 course Written recommendation from the current mathematics teacher Written agreement signed by the student and guardian/parent containing the criteria for maintaining enrollment in the course Prerequisites (1 ½ years of math content in one year) Math 6/7A Math 6/A Score in the exceeding standards range on the Mathematics Grade 5 CRCT AND national percentile ranking of 80+ on the mathematics portion of the APS Computer Adaptive Assessment in Grade 5 B or better average in the Mathematics Grade 5 course Written recommendation from the current mathematics teacher Written agreement signed by the student and guardian/parent containing the criteria for maintaining enrollment in the course Year Ahead Prerequisites * Math Math 7 Score in the exceeding standards range on the Mathematics Grade 5 CRCT OR national percentile ranking of 60+ on the mathematics portion of the APS Grade 6 Computer Adaptive Assessment Completion of Grade 6 Summer Bridge Course (Proposed implementation summer 2014) B or better average in the Mathematics Grade 5 course Written recommendation from the current mathematics teacher Written agreement signed by the student and guardian/parent containing the criteria for maintaining enrollment in the course Rising 7 th Rising 8 th Math 7 Advanced/Honors Math 7/H Score in the exceeding standards range on the Mathematics Grade 6 CRCT OR national percentile ranking of 80+ on the mathematics portion of the APS Computer Adaptive Assessment in Grade 6 B or better average in the Mathematics Grade 6 course Written recommendation from the current mathematics teacher Written agreement signed by the student and guardian/parent containing the criteria for maintaining enrollment in the course NA Math 7B/ Math 7/A Score in the exceeding standards range on the Mathematics Grade 6 CRCT AND national percentile ranking of 80+ on the mathematics portion of the APS Computer Adaptive Assessment in Grade 6 B or better average in the Mathematics Grade 6 course or Mathematics Grade 6/7A Written recommendation from the current mathematics teacher Written agreement signed by the student and guardian/parent containing the criteria for maintaining enrollment in the course Coordinate /Analytic Geometry A Score in the exceeding standards range on the Mathematics Grade 7 CRCT AND national percentile ranking of 80+ on the mathematics portion of the APS Computer Adaptive Assessment in Grade 7 B or better average in the Mathematics Grade 7 course or Mathematics Grade 7B/8 Written recommendation from the current mathematics teacher Written agreement signed by the student and guardian/parent containing the criteria for maintaining enrollment * Math Math 8 Score in the exceeding standards range on the Mathematics Grade 6 CRCT OR national percentile ranking of 60+ on the mathematics portion of the APS Grade 7 Computer Adaptive Assessment Completion of Grade 7 Summer Bridge Course (Proposed implementation summer 2014) B or better average in the Mathematics Grade 6 course Written recommendation from the current mathematics teacher Written agreement signed by the student and guardian/parent containing the criteria for maintaining enrollment in the course * Coordinate Score in the exceeding standards range on the Mathematics Grade 7 CRCT OR national percentile ranking of 60+ on the mathematics portion of the APS Grade 8 Computer Adaptive Assessment Completion of Grade 8 Summer Bridge Course (Proposed implementation summer 2014) B or better average in the Mathematics Grade 7 course Written recommendation from the current mathematics teacher Written agreement signed by the student and guardian/parent containing the criteria for maintaining enrollment in the course NOTE: courses are designed for students who are best suited to learning math at a very fast pace. Each course addresses 1.5 years of mathematics per year, enabling them to receive a HS elective (not core) credit if they successfully pass the required EOCT in Grade 8. Also, per state legislation, high school courses taken in middle school do not count toward the HOPE scholarship. Honors/Advanced courses prepare students to enter the pathway in the future if they meet the criteria. Continuous Learning Guidelines APS Teaching and Learning Page 4

5 APS Mathematics Grade 9 Course Enrollment Guidelines Course Description Entrance Criteria 1. Students who have successfully completed Coordinate ( ) Analytic Geometry B/ Advanced ( ) 2. Others Coordinate / Analytic Geometry A ( ) This course is for students who have completed the Coordinate course in middle school. It is second in a sequence of accelerated mathematics courses designed to prepare students to take AB or BC Advanced Placement Calculus at the end of their high school mathematics sequence. This course is the first in a sequence of accelerated Common Core mathematics courses to formalize and extend the mathematics that students learned in the middle grades. Coordinate Passing Score on the Coordinate EOCT National percentile ranking of 80+ on the mathematics portion of the APS Performance Series Computer Adaptive Assessment in Grade 8 Teacher Recommendation for Acceleration on APS HS Transition Course Sheet Student/Parent Agreement 850+ on Grade 8 CRCT in Mathematics Score in the exceeding standards range on the Mathematics Grade 8 CRCT and national percentile ranking of 80+ on the mathematics portion of the APS Performance Series Computer Adaptive Assessment in Grade 8 Teacher Recommendation for Acceleration on APS HS Transition Course Sheet Student/Parent Agreement Coordinate ( ) This college and career readiness high school course pathway contains Coordinate, Analytic Geometry, Advanced, and in their 4 th year - Pre-Calculus, AP Statistics, or another 4 th year course. Continuous Learning Guidelines APS Teaching and Learning Page 5

6 PAMELA SEDA,MATHEMATICS COORDINATOR TEACHING AND LEARNING CENTER FOR LEARNING AND LEADERSHIP 130 TRINITY AVENUE, S.W. ATLANTA, GA PHONE: Parent/Student Agreement for Honors/Advanced or Common Core GPS Mathematics Date: Dear Parent/Guardian of: Student ID: Congratulations! Your child has met the criteria for the following math course for the upcoming school year: Common Core GPS Honors/Advanced Math Common Core GPS Math at Middle School: The above course will require a strong partnership between you, your child, and the mathematics teacher. During the year, if the teacher determines that your child is not experiencing success, after further opportunities for improvement have been explored, he/she may be moved to a different course. Conferencing with parents will be a part of this process. Please complete and return a copy of this form to the front office of your child s middle school no later than August 23, Please keep one copy for your records. We look forward to your partnership and support as we provide opportunities for your child to experience the highest level of academic rigor in the Atlanta Public School s mathematics program! I understand the course requirements for my child s promotion into the advanced learning mathematics program for the upcoming school year. I understand that per APS Board Policy IHC Grades earned for qualifying high school courses taken at the middle-school level shall be included on the transcript, but shall not be factored into the weighted numeric grade-point average for class-ranking purposes. This means that high school courses, taken in middle school are for elective credit, not core credit. In addition, per state legislation, high school courses taken in middle school do not count toward the HOPE scholarship. (Print) Parent/Guardian s Name Signature Date (Print) Student s Name Student Signature Date Continuous Learning Guidelines APS Teaching and Learning Page 6

7 PAMELA SEDA,MATHEMATICS COORDINATOR TEACHING AND LEARNING CENTER FOR LEARNING AND LEADERSHIP 130 TRINITY AVENUE, S.W. ATLANTA, GA PHONE: Parent/Guardian Placement Waiver DATE: SCHOOL YEAR: STUDENT NAME: PLACEMENT REQUIREMENTS WAIVED FOR: Course Name This waiver is to request that my child,, be placed in the course. I understand that he/she did not meet the Atlanta Public School s requirements for placement in the course; has not been recommended by the teachers or administrators at School; did not meet the 80% or above math class average expectations, did not score 850 or above on the Criterion Referenced Competency Test (CRCT), and/or did not score in the 80% + national percentile range on the Performance Series Computer Adaptive Assessment. I understand that per APS Board Policy IHC Grades earned for qualifying high school courses taken at the middle-school level shall be included on the transcript, but shall not be factored into the weighted numeric grade-point average for class-ranking purposes. This means that high school courses, taken in middle school are for elective credit, not core credit. In addition, per state legislation, high school courses taken in middle school do not count toward the HOPE scholarship. I understand that my child will be expected to meet the requirements of the above course and will be graded based upon course level expectations. I understand that should my child earn a grade below passing on an official Atlanta Public Schools progress or grade report at any time during the course, a conference may be required to discuss his/her progress and if he/she should continue in the course. Content in the above course will be based upon the Common Core Georgia Performance Standards for that specific course. Due to the pace and required curriculum for the course, time will not be allotted to address standards which should have be learned from prerequisite courses. I understand that I can access materials from these courses for review with my student at home by accessing Parent s Signature: Date: School Administrator s Signature: Date: This form is to be completed and submitted to the school office no later than August 23, Please contact the school the school principal if you have any additional questions. Atlanta Public Schools 130 Trinity Avenue SW, Atlanta, Georgia Continuous Learning Plan Guidelines APS Teaching and Learning Page 7

8 PAMELA SEDA,MATHEMATICS COORDINATOR TEACHING AND LEARNING CENTER FOR LEARNING AND LEADERSHIP 130 TRINITY AVENUE, S.W. ATLANTA, GA PHONE: th Grade Coordinate 9 th Grade Placement Agreement Date: February 7, 2014 To the Parents/Guardians of During the first semester, you have received communication regarding your child s lack of progress in their current mathematics course placement. He/she has been experiencing success at a lower level than expected. As a result, your child s elective credit GPA for high school may be affected. Your child s grades to date for Honors/Advanced Coordinate are as follows: (1 st Semester, Present 2 nd semester ). If at least one of these grades is between 70 and 79, please select one of the following options for your child by checking the appropriate box. [ ] Option I: Receive no elective credit for the course and enroll in Coordinate in the 9 th grade. [ ] Option II: *Retain the current semester grades for the 8 th grade Coordinate, receive elective credit for the course, and continue the mathematics sequence by enrolling in Analytic Geometry course in the 9 th grade. *NOTE: As a reminder, high school courses, taken in middle school are for elective credit, not core credit. In addition, per state legislation, high school courses taken in middle school do not count toward the HOPE scholarship.) If your child s grade is above a 79 and you have a special reason for not wanting your child to receive high school credit for this course, please contact your child s counselor immediately. Parent/Guardian Signature Date This letter must be returned by: February 14, 2014 to, Assistant Principal. Students will automatically be placed in Option II if requests are not submitted before the deadline. If your child s grade is above a 79 and you have a special reason for not wanting your child to receive high school elective credit for this course, please contact your child s counselor immediately. If you have questions, please contact at (insert school phone number). Sincerely, Continuous Learning Guidelines APS Teaching and Learning Page 8

9 PAMELA SEDA,MATHEMATICS COORDINATOR TEACHING AND LEARNING CENTER FOR LEARNING AND LEADERSHIP 130 TRINITY AVENUE, S.W. ATLANTA, GA PHONE: th Grade Coordinate /Analytic Geometry A 9 th Grade Placement Agreement Date: February 7, 2014 To the Parents/Guardians of During the first semester, you have received communication regarding your child s lack of progress in their current mathematics course placement. He/she has been experiencing success at a lower level than expected. As a result, your child s elective credit GPA for high school may be affected. Your child s grades to date for Coordinate /Analytic Geometry A are as follows: (1 st Semester, Present 2 nd semester ). If at least one of these grades is between 70 and 79, please select one of the following options for your child by checking the appropriate box. [ ] Option I: Receive no credit and re-enroll in Coordinate /Analytic Geometry A in the 9 th grade. [ ] Option II: Receive no credit and discontinue the accelerated mathematics sequence by enrolling in Coordinate in the 9 th grade. [ ] Option III: *Retain the current semester grades for the 8 th grade Coordinate /Analytic Geometry A, receive elective credit for course, and continue the accelerated mathematics sequence by enrolling in Analytic Geometry B/Advanced in the 9 th grade. [ ] Option IV: *Retain the current semester grades for the 8 th grade Coordinate /Analytic Geometry A, receive elective credit for course, and discontinue the accelerated mathematics sequence by enrolling in Analytic Geometry in the 9 th grade. *NOTE: As a reminder, high school courses, taken in Middle School are for elective credit, not core credit. In addition, per state legislation, high school courses taken in middle school do not count toward the HOPE scholarship. If your child s grade is above a 79 and you have a special reason for not wanting your child to receive high school elective credit for this course, please contact your child s counselor immediately. Parent/Guardian Signature Date This letter must be returned by: February 14, 2014 to, Assistant Principal. Students will automatically be placed in Option III if requests are not submitted before the deadline. If you have questions, please contact at (insert school phone number). Sincerely, Continuous Learning Guidelines APS Teaching and Learning Page 9

10 PAMELA SEDA,MATHEMATICS COORDINATOR TEACHING AND LEARNING CENTER FOR LEARNING AND LEADERSHIP 130 TRINITY AVENUE, S.W. ATLANTA, GA PHONE: Elementary Feeder School Teacher Recommendation Common Core GPS Honors/Advanced or Common Core GPS Mathematics Please PRINT all information clearly, make a copy for school records, and then submit to the attention of the Assistant Principal at your feeder middle school by May 24, To: (Middle School) Student Last Name Student First Name Student ID CRCT Score Math Average Please check one only Honors/ Advanced (Print) Teacher Last Name Teacher First Name School Name Reproduce this page as needed for additional students. Continuous Learning Plan Guidelines APS Teaching and Learning Page 10

11 What is the Continuous Learning Framework in Mathematics? Beginning with the school year, middle grade students in Atlanta Public Schools will be provided opportunities for placement in an Honors/Advanced or course provided they meet the placement criteria. What will the framework look like for students in Grades 6-8? Students participating in the Advanced/Honors and the curriculum will be provided with an opportunity to master the curriculum at a much deeper level and a faster pace through the use of differentiated instructional resources to support their learning. Both levels are designed to support the mathematical abilities of our most talented and motivated students. Advanced/Honors mathematics courses are designed for mathematically talented students. These courses include gradelevel standards which are enhanced and composed of highly complex tasks. Students suited for the advanced/honors progression are deep thinkers and talented in mathematics but may not be ready to perform at a quicker pace of acceleration. mathematics courses are designed for students who are developmentally and academically ready to learn a compacted mathematics curriculum at a faster pace. Students in the accelerated progression will be required to master 3 years of middle school math over a two year period. How will performance on standardized tests affect a student s ability to qualify for advanced or accelerated placement? Although the guidelines provide criteria for a high percentage of mastery on standardized tests and advanced district assessments, overall aptitude and work ethic demonstrated by the collective evidence of past performance and teacher feedback should also be considered, with the ultimate decision based upon the best interests of the students. How will teachers recommend students for Honors/Advanced or Mathematics? The APS Honors and Middle School Criteria will be used to support the classroom teacher s recommendation for student placement into courses based upon their ability, motivation and effort. Students beginning 6 th 8 th grades in will fall under the entrance criteria on the APS Honors/Advanced and Middle School Math Criteria chart in this document. Students beginning 9th grade in will fall under the entrance criteria on the APS Mathematics Grade 9 Mathematics Course Enrollment Guidelines in this document. Continuous Learning Guidelines APS Teaching and Learning Page 11

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