Advanced Acceleration Advanced/Honors Acceleration. Mathematics X X (Pre AP & Honors) X

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1 Las Cruces Public Schools 2014 Elementary and Middle School Mathematics/English Language Arts Student Placement Guide This document is to be used in conjunction with the Las Cruces Public Schools Academic Acceleration Guidance Manual as additional and targeted guidance for the placement of elementary and middle school students in mathematics and English/Language Arts academic coursework. Higher academic achievement aptitude and potential can be supported outside of, or in addition to, students qualifying for Advanced Education Services (AES) at the elementary level by way of student eligibility for acceleration in mathematics, and at the middle level through student eligibility for Honors, Pre AP in English/language arts and through Pre AP, honors, or accelerated courses in mathematics (Table 1). Each school s course offerings are based on student need indicated through individual school level data and available resources. For secondary pathways see Appendix A. Table 1 LCPS Support Matrix English language arts Elementary School Level Middle School Level Advanced Acceleration Advanced/Honors Acceleration X (Pre AP) Mathematics X X (Pre AP & Honors) X Las Cruces Public Schools definitions and eligibility protocol for advanced courses and acceleration are outlined below. ADVANCED Advanced courses are classes that offer rigorous and in-depth grade level coursework to qualifying students. Students typically will need to demonstrate talent, motivation, and a strong record in basic courses in the same subject. A higher order of thinking may be necessary for success, as evaluation methods and assessment tools are more challenging than in a traditional class. Las Cruces Public Schools offers advanced classes in both mathematics and English Language Arts at the middle school level depending on site level student eligibility and resources. Las Cruces Public Schools uses student performance data to determine student eligibility for advanced courses. Additional factors to be taken into consideration include information about the student s school history, past and/or additional achievement history, and the student s interest and aptitude. Identification of students who are eligible for advanced courses begins in the spring prior to the year of the student being placed in an advanced class. Students can be placed in advanced English/language arts or advanced mathematics class if they meet the following criteria: District determined New Mexico Standards Based Assessment (NMSBA) cut score District determined Discovery Benchmark Assessment cut scores TOHv2.14 Page 1

2 Meeting ADVANCED NMSBA Criteria The New Mexico Standards Based Assessment (NMSBA) cut score of the prior year must meet the grade level range expected of a student who is at least mid-way between proficient and advanced. For example, a student currently in the 6 th grade, the scale score must meet the cut score indicated on his/her 5 th grade NMSBA, because it is the most current at the time of advanced course initiation. The student s present grade level NMSBA scale score becomes a factor upon its release at the end of the student s current school year. Prior Grade Level NMSBA Score New Mexico Standards Based Assessment Prior Grade Level Year NMSBA Score Subject Area of Advanced Consideration Math Reading/ELA Student Scored in the Cut Score Range? Score: Minimum Cut Scores* by Grade REFERENCE CHART Mathematics 5 th Grade th Grade th Grade th Grade *Cut Scores are midway between proficient and advanced proficiency levels Reading/ELA Current Grade Level NMSBA Score New Mexico Standards Based Assessment Current Grade Level Year NMSBA Score Subject Area of Advanced Consideration Math Reading/ELA Student Scored in the Cut Score Range? Score: Minimum Cut Scores* by Grade REFERENCE CHART Mathematics 5 th Grade th Grade th Grade th Grade *Cut Scores are midway between proficient and advanced proficiency levels Reading/ELA TOHv2.14 Page 2

3 Meeting ADVANCED DISCOVERY BENCHMARK ASSESSMENT Criteria The most recent Discovery Benchmark Assessment scale score must fall within the mid- proficient to advanced range in the subject area (s) for which the student is being considered for advanced course during the coming year. If a student who is being considered for an advanced course enters the school year at a differing time, the student is given the most applicable benchmark assessment and must score within the prescribed range. READING/ENGLISH LANGUAGE ARTS Reading/ELA Discovery Benchmark Assessment Student Scored Minimum Scale Score? Score: Minimum Scale Score for Advanced ELA Test Grade Level Test A Test C Test D 5th Grade TBD 6th Grade TBD 7th Grade TBD 8th Grade TBD *Cut Scores are midway between proficient and advanced proficiency levels MATHEMATICS Mathematics Discovery Benchmark Assessment Student Scored Minimum Scale Score? Score: Minimum Scale Score for Advanced Math Test Grade Level Test A Test C Test D 5th Grade TBD 6th Grade TBD 7th Grade TBD 8th Grade TBD *Cut Scores are midway between proficient and advanced proficiency levels TOHv2.14 Page 3

4 ACCELERATION Las Cruces Public Schools makes subject-matter acceleration available in mathematics for appropriately suited students. For the majority of students, in-class differentiation provides the learning opportunities needed to be challenged; however acceleration may be provided for the small percentage of students for whom a more aggressive form of intervention is necessary. The term acceleration, as used in this document, refers to Subject-Matter Acceleration - where the student is placed for a part of a day with students in a higher grade level for mathematics without being re-classified into that higher grade level. Las Cruces Public Schools uses student performance data to determine student eligibility for acceleration (i.e. a sixth grader goes to seventh grade for math). Students who have proven mastery of age level assigned curriculum and are continually successful at the accelerated grade curriculum qualify. Additional factors to be taken into consideration include information about the student s school history, past achievement history, and the student s interest and aptitude. Identification of students who are eligible for mathematics acceleration begins in the spring prior to the year of the student being placed in a higher grade level math class. Guidelines for students being considered for acceleration in mathematics: NMSBA district determined mathematics cut score* Scores at least one grade level above as specified on the Discovery Indicator Assessment Score within the 75% correct number of items range on the accelerated grade level of instruction Discovery Benchmark Assessment Students continue to score at the 75% correct number of items range on the accelerated grade level of instruction Discovery Benchmark or midway between proficient and advanced proficiency levels for High School Course Assessments Algebra I or Geometry TOHv2.14 Page 4

5 Meeting ACCELERATION NMSBA Criteria The New Mexico Standards Based Assessment (NMSBA) scale score of the prior year must meet the grade level range expected of a student who is at least mid-way between proficient and advanced. For example, a student currently in the 5 th grade, the scale score must meet the cut score indicated on his/her 4 th grade NMSBA, because it the most current at the time of acceleration initiation. The student s present grade level NMSBA scale score becomes a factor upon its release at the end of the student s current school year. Prior Grade Level NMSBA Score Prior Grade Level Year Mathematics NMSBA Score Student Scored in the Cut Score Range? New Mexico Standards Based Assessment Score: Minimum Cut Scores* by Grade 3rd Grade 350 6th Grade 647 4th Grade 447 7th Grade 747 5th Grade 546 8th Grade 848 *Cut Scores are midway between proficient and advanced proficiency levels Current Grade Level NMSBA Score New Mexico Standards Based Assessment Current Grade Level Year Mathematics NMSBA Score Student Scored in the Cut Score* Range? Score: Minimum Cut Scores* by Grade 3rd Grade 350 6th Grade 647 4th Grade 447 7th Grade 747 5th Grade 546 8th Grade 848 *Cut Scores are midway between proficient and advanced proficiency levels TOHv2.14 Page 5

6 STUDENTS IN GRADE LEVEL CLASSES (Not in Algebra I or Geometry) MEETING the DISCOVERY INDICATOR ASSESSMENT ACCELERATION Criteria Students are given the Discovery Indicator Assessment during the spring of the current school year to be considered for acceleration the following school year. The Indicator Assessment is given only one time per school year and students scoring at least one grade level above can be considered for acceleration. Discovery Indicator Assessment Administered Prior to Acceleration Date of Administration Student Scored 1 Grade Level Above? Student Scored 2 Grade Levels Above? MEETING the CONTINUED ACCELERATION DISCOVERY BENCHMARK Criteria Las Cruces Public Schools uses the Discovery Assessment System to assess the learning progress of students several times per year, at minimum a fall, mid-year, and spring assessment. Students in grade level classes scoring within the 75% correct number of items range on the grade level of instruction assessment demonstrate adequate proficiency. For example a 5th grade accelerated student receiving mathematics instruction at the 6 th grade level must take the 6 th grade Discovery math assessment and score a minimum of 75% of the items correct at each of the assessment checkpoint periods. If a minimum of 75% items correct is not met, a review of the student s placement is warranted. Student Grade Mathematics Discovery Benchmark Assessment Test Grade Student Scored Minimum Number Correct? Test Grade Level Test A Test C Test D Fall Winter Spring Test Level # of Items Minimum # Correct 75% 85% 90% 95% Minimum # Correct Minimum # Correct Minimum # Correct Grade K st Grade nd Grade rd Grade th Grade th Grade th Grade th Grade th Grade TOHv2.14 Page 6

7 STUDENTS IN ALGEBRA I OR GEOMETRY Students who are in Algebra I or Geometry will take the High School Course Discovery Assessment, instead of using the grade level assessment described above. Students must meet the scale score range expected of a student who is at least mid-way between proficient and advanced. High School Course Discovery Assessment Student Scored Minimum Scale Score? Score: Minimum Scale Score for Advanced Math Test Test A Test B Test C ALGEBRA I GEOMETRY TOHv2.14 Page 7

8 APPENDIX A Secondary Course Pathway Matrix Grade Traditional Honors/Advanced Traditional Honors Accelerated Accelerated(2)* Grade 12 English IV English AP English Lit or Dual Enrollment Grade 11 English III AP English Lang AP English Lit Fin. Lit./ Trig./Pre- Calc./Stats/ Elementary Functions Algebra II AP Stats/ Trig/Pre-Calc. Hon/Pre AP Algebra II Mathematics AP Calc. AB/BC or AP Stats H. Trig/ Pre-Calc. or AP Calc. AB/BC Dual Enrollment AP Stats or AP Calc. AB/BC or Dual Enrollment Grade 10 English II Honors/Pre AP English II Grade 9 English I Hon/Pre AP English I Geometry Algebra I Hon/Pre AP Geometry Hon/Pre AP Algebra I Hon Algebra II or Algebra II Hon Geometry or Geometry Fin. Lit./ Trig./Pre- Calc./Stats/ Elementary Functions Algebra II or Honors Algebra II Grade 8 English Pre AP/English I Math Honors Math 8 Algebra I Geometry Grade 7 English Honors English 7 Math Honors Math 7 Grade 8 Math Algebra I Grade 6 English Honors English 6 Math Honors Math 6 Grade 7 Math Grade 8 Math Grade-5 Grade 6 Math Honors Math 6 is recommended due to the shift to Common Core Grade 7 Math *Students not in the grade levels listed but are in an accelerated pathway follow the appropriate academic progression **STARS code may refer to Pre AP classes as Honors/Pre-AP TOHv2.14 Page 8

9 INTERVENTION GUIDELINES INTERVENTION Las Cruces Public Schools makes subject-matter Intervention available in mathematics and English language arts for appropriately suited students. For the majority of students, in-class differentiation provides suitable learning opportunities for individual students; however a more comprehensive class may be provided for students for whom a more aggressive form of intervention is necessary. Las Cruces Public Schools uses student performance data to determine a student s need for Intervention, for example a class where Read 180 is used to accelerate the reading skills of students who may be behind. Students who have performed below age level assigned curriculum as determined by standardized testing may be in need of an Intervention class. Additional factors to be taken into consideration include information about the student s school history, past achievement history, and the student s interest and aptitude. Identification of students qualifying for an Intervention English/language arts or mathematics class begins in the spring prior to the year of placement. Students can be considered for Intervention if they meet the following criteria: District determined New Mexico Standards Based Assessment (NMSBA) cut score (students 3-8) District determined Discovery Benchmark Assessment cut scores TOHv2.14 Page 9

10 Meeting INTERVENTION NMSBA Criteria The New Mexico Standards Based Assessment (NMSBA) scale score of the prior year is at the Beginning through mid- Nearing Proficiency range. For example, a student currently in the 6 th grade, the scale score must fall in the set range on his/her 5 th grade NMSBA, because it the most current at the time of placement. The student s present grade level NMSBA scale score becomes a factor upon its release at the end of the student s current school year. Prior Grade Level NMSBA Score Prior Grade Level Year NMSBA Score New Mexico Standards Based Assessment Subject Area of Consideration for Intervention Course Math Reading/ELA Student Scored in the Scale Score Range*? Score: Minimum Cut Scores* by Grade Reference Chart Mathematics Reading/ELA 3 rd Grade 334 or < 336 or < 4 th Grade 424 or < 433 or < 5 th Grade 534 or < 536 or < 6th Grade 635 or < 634 or < 7th Grade 735 or < 735 or < 8 th Grade 833 or < 835 or < * Beginning through mid-nearing Proficiency on current NMSBA Current Grade Level NMSBA Score Prior Grade Level Year NMSBA Score New Mexico Standards Based Assessment Subject Area of Consideration for Intervention Course Math Reading/ELA Student Scored in the Scale Score Range*? Score: Minimum Cut Scores* by Grade Reference Chart Mathematics Reading/ELA 3 rd Grade 334 or < 336 or < 4 th Grade 424 or < 433 or < 5 th Grade 534 or < 536 or < 6th Grade 635 or < 634 or < 7th Grade 735 or < 735 or < 8 th Grade 833 or < 835 or < * Beginning through mid-nearing Proficiency on current NMSBA TOHv2.14 Page 10

11 MEETING the DISCOVERY BENCHMARK ASSESSMENT INTERVENTION Criteria If the most recent Discovery Benchmark Assessment scale score falls within the Beginning to mid Nearing Proficient range in the subject area (s) the student can be considered for Intervention during the coming year. If a student enters the school year at a differing time, the student is given the most applicable benchmark assessment and must score within the prescribed range. READING/ELA Reading/ELA Discovery Benchmark Assessment Student Scored Within the Scale Score Range*? Score: Minimum Scale Score for ELA Intervention Course Test Grade Level Test A Test C Test D Grade K 1197 or < 1231 or < TBD 1 st Grade 1233 or < 1327 or < TBD 2 nd Grade 1317 or < 1375 or < TBD 3 rd Grade 1353 or < 1410or < TBD 4 th Grade 1423 or < 1496 or < TBD 5 th Grade 1469 or < 1498 or < TBD 6 th Grade 1505 or < 1551 or < TBD 7 th Grade 1525 or < 1533 or < TBD 8 th Grade 1547 or < 1575 or < TBD *Beginning through mid-nearing Proficiency on current Discovery Benchmark Assessment MATHEMATICS Mathematics Discovery Benchmark Assessment Student Scored Within the Scale Score Range*? Score: Minimum Scale Score for ELA Intervention Course Test Grade Level Test A Test C Test D Grade K 1131 or < 1191or < TBD 1 st Grade 1202 or < 1273or < TBD 2 nd Grade 1283 or < 1379or < TBD 3 rd Grade 1338 or < 1413 or < TBD 4 th Grade 1425 or < 1487 or < TBD 5 th Grade 1488 or < 1533 or < TBD 6 th Grade 1546 or < 1555 or < TBD 7 th Grade 1573 or < 1580 or < TBD 8 th Grade 1568 or < 1616 or < TBD *Beginning through mid-nearing Proficiency on current Discovery Benchmark Assessment TOHv2.14 Page 11

12 ADDITIONAL INTERVENTION DATA DETERMINATE The Discovery Indicator Test may be used as an additional data element if needed in determining the best placement for students in either an Honors course or for Intervention. The Indicator test is designed to be given only once during the course of a single school year and provides an on, above, or below grade level designation. Mathematics Discovery Indicator Assessment Mathematics Discovery Indicator Assessment Administered Prior to Intervention Course Placement Student Scored 1 Grade Level Above? Below? Student Scored 2 Grade Levels Above? Below? English/ Language Arts Discovery Indicator Assessment English/ Language Arts Discovery Indicator Assessment Administered Prior to Intervention Course Placement Student Scored 1 Grade Level Above? Below? Student Scored 2 Grade Levels Above? Below? TOHv2.14 Page 12