Download 2016-2017 Math Criteria for Placement - Alamance

The Alamance-Burlington School System K-12 Curriculum Department believes that appropriate placement in
mathematics courses is critical for success in increasingly higher, more challenging advanced levels of mathematics in
middle and high school.
The goal of this document is to support schools in their placement efforts by identifying criteria from multiple data points
in order to allow students to maximize future mathematical opportunities.
Student achievement of standards-based mathematics content, concepts, skills and processes is evidenced by summative
state testing results; classroom performance; teacher observation and evaluation of students daily work habits, and the
skills and reasoning they use for learning mathematics.
All data points are not required for a student to be placed in a course; attendance, potential, work habits and other
data points specific to schools should be considered when making placement decisions.
The SMI Performance Levels allow teachers to determine where student performance falls when matched against the
range of scores on the Quantile Framework. These performance scores are intended to be used as a way to track
progress towards mathematics proficiency by the end of each grade relative to algebra readiness skills.
Typical quantile growth: 5th and 6th grade – 85 points; 7th, 8th and 9th grade – 50 points
There are five Performance Levels – these are now in alignment with the NCEOG assessment levels (1-5).
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Superior: Students scoring in this range exhibit superior performance when tested on grade-level appropriate skills and
concepts and may be considered above grade level in mathematics.
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Solid: Students scoring in this range exhibit appropriate performance when tested on grade-level skills and concepts and
may be considered on grade level in mathematics.
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Sufficient: Students scoring in this range exhibit minimally competent performance when tested on grade-level
appropriate skills and concepts and may be considered below grade level in mathematics.
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Partial: Students scoring in this range exhibit less than competent performance when tested on grade-level
appropriate skills and concepts and may be considered significantly below grade level in mathematics.
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Limited: Students scoring in this range exhibit less-than-minimally competent performance when tested on gradelevel appropriate skills and concepts and may be considered significantly below grade level in mathematics.
Grade
2
3
4
5
6
7
8
9
Limited
At or Below 205Q
At or Below 425Q
At or Below 550Q
At or Below 600Q
At or Below 755Q
At or Below 805Q
At or Below 920Q
At or Below 890Q
Partial
206Q to 400Q
426Q to 605Q
551Q to 720Q
601Q to 770Q
756Q to 905Q
806Q to 955Q
921Q to 1090Q
891Q to 1015Q
Sufficient
401Q to 440Q
606Q to 675Q
721Q to 760Q
771Q to 815Q
906Q to 945Q
956Q to 995Q
1091Q to 1135Q
1016Q to 1075Q
Solid
441Q to 650Q
676Q to 880Q
761Q to 945Q
816Q to 1005Q
946Q to 1120Q
996Q to 1160Q
1136Q to 1330Q
1076Q to 1305Q
Superior
At or Above 651Q
At or Above 881Q
At or Above 946Q
At or Above 1006Q
At or Above 1121Q
At or Above 1161Q
At or Above 1331Q
At or Above 1306Q
Course Name
6th Grade Math Advanced
6th Grade Math
7th Grade Math Advanced
7th Grade Math
8th Grade Math
Advanced/Math I
8th Grade Math
ABSS Placement Criteria 2016 - 2017
Curriculum
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AIG Math Identified (Resource Level)
5th Grade SMI Quantile Score at or above 910
EVAAS Achievement Probability of Level 4 on Math I EOC: 70%
Math Class Performance of A/B in 5th Grade
5th Grade Teacher Recommendation of Math Capabilities ~ “High
Achieving”
 Previous EOG Math Scores at or above the 70th percentile
Compacted 6 and 7th Grade Math NCSCOS
 All students who are not placed in Advanced Math
6th Grade Math NCSCOS
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AIG Math Identified Resource Level
AIG Math Identified Accelerated Level (6th)
6th Grade SMI Quantile Score at or above 1030 (if SMI is given)
EVAAS Achievement Probability of Level 4 on Math I EOC: 70%
Math Class Performance of A/B in 6th Grade Advanced
6th Grade Teacher Recommendation of Math Capabilities ~ “High
Achieving”
 Previous EOG Math Scores at or above the 70th Percentile
Compacted 7th and 8th Grade NCSCOS
 All students who are not placed in Advanced Math
7th Grade Math NCSCOS
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Compacted 8th NCSCOS/Math I Standards
AIG Math Identified Resource Level
AIG Math Identified Accelerated Level (7th)
7th Grade SMI Quantile Score at or above 1075 (if SMI is given)
EVAAS achievement probability of a level 4 on Math I EOC: 70%
Math Class Performance of A/B in 7th Grade Advanced
7th Grade Teacher Recommendation of Math Capabilities ~ “High
Achieving”
 Previous EOG Math Scores at or above the 70th Percentile
 All students who are not placed in Advanced Math
th
8th Grade Math NCSCOS
The district supports SMI @ grades 5 and 8. Schools may select to assess specific students at their discretion.
Course Name
Foundations of Math III
PAIRED WITH Math III
Math II Honors
Math II
Foundations of Math II
PAIRED WITH
Math II
ABSS Placement Criteria 2016-2017
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Math I/Math I Co-taught
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Foundations of Math I
PAIRED WITH
Math I
Introductory Mathematics
PAIRED WITH Foundations
of Math I
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Must have earned a Math I and Math II credit
Designed for students who have successfully passed Foundations
paired with courses for Math I and II.
AIG Math Identified
Must have an earned Math I credit
Math Class Performance of A/B in Math I
Teacher Recommendation of Math Capabilities ~ “High Achieving”
Math I EOC: Level 4 and above
Must have an earned Math I credit
Class Performance C or below in Math I
Teacher Recommendation of Math Capabilities ~ “Average Achieving”
or “Slightly Below Achieving”
MS SMI Quantile Score below 1150 (rising 9th graders will have a score)
Math I EOC: High Level 2/Level 3
Must have an earned Math I credit
Math I repeaters or students who successfully complete the Intro.
Math/ Foundations and/or Foundations paired with Math I sequence
Math I EOC: Level 1 or low level 2
Class Performance D or below in Math I
EVAAS achievement probability for a level 3 in Math I: 50%
Class performance of a C or above in 8th grade math
Teacher Recommendation of Math Capabilities/Reasoning Skills ~
“Average”
MS SMI Quantile Score at or above 925 (1125 for Algebra-Readiness
based on Recommendation from Scholastic)
8th Grade EOG Math Score: High Level2/Low Level 3
Consideration for Co-taught Math I: MS SMI Quantile Score 890 to 980
and/or 8th Grade EOG Math Score: High Level 2/Low Level 3
EVAAS achievement probability for a level 3 in Math I: 20% to 50%
Class average of D in 8th grade math
8th Grade SMI Quantile Score: 760 to 925
8th Grade EOG Math Score: Low Level 2
Reading Achievement Level: below grade level
EVAAS achievement probability for a level 3 in Math I: less than 20%
Class average of D in 8th grade math
8th Grade SMI Quantile Score: below 755
8th Grade EOG Math Score: Level 1
Reading Achievement Level: 2 or more years below grade level
General Education and/or EC students who have received Trans Math
Curriculum/Notes
This course could be used for students who have significant
gaps but schools feel are not candidates for math substitution.
Math II and Plus Standards that support the Honors Framework
Math II Standards
This course could be used as a Foundations into Math II
and/or a foundations course for Math II and III in which
students spend time delving deeper into the overlapping
standards of both courses
Math I Standards
This course is appropriate for any student (EC and/or General
Education) who meets the criteria. VMath and identified Math
I trajectory standards will be the curriculum. Students who
successfully complete this course would be considered ready
for Math I.
This course is appropriate for any student (EC and/or General
Education) who meets the criteria. Trans Math Level 3 will be
the curriculum. Students who successfully complete this
course would be considered ready for Foundations of Math I.
Intervention (Level 1 or Part of Level 2) in Middle School.
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OCS Introduction to
Math
OCS Math 1
OCS Financial
Management
Fundamental Math 1
OCS identified students per IEP – coordinate placement with EC
department and the student’s transition plan
Math I exempt students per IEP – coordinate placement with EC
department and the student’s transition plan
Considerations for Math IV Placement
Potential STEM Majors
AFM (If available at your school)
Pre-Calculus
AP Calculus
AP Statistics
Non-STEM Majors
Essentials for College Math
Discrete Mathematics
AP Statistics
Community College/Transfer Program
Essentials for College Math (4th Math course)
Discrete Mathematics
Updated 01/05/2015
ACT score: 21 – 22
Early Math Placement Test: 3
Class Performance: B or higher/C with support
ACT score: 20 – 21
Early Math Placement Test: 2
Class Performance: C or D with support
ACT score: 18 – 21
Early Math Placement Test: 1
Class Performance: D or below