Glastonbury Public Schools Grades 6-9 Mathematics
Placement Criteria
Placement in the appropriate level to balance challenge and success so that a student is successful is extremely important to our teachers. The process that is used to determine placement recommendations is thoughtful and uses our combined years of professional and personal experience. Please consider the recommendation of your child's teacher respectfully.
Grade 6 Criteria
Grade 6 Mathematics, Level 2
Most students are placed in Level 2 Mathematics in Grade 6. This level is for students who are at grade level and able to handle the mathematical content at the expected and normal pace for this age. This placement will be appropriately challenging for the majority of students. A major focus for the year is computational flexibility with whole numbers, fractions, decimals and percents, as well as concepts in geometry & measurement, data & probability, and algebraic thinking. Problem solving skills will be reinforced and extended.
Grade 6 Mathematics, Level 1
This placement is designed for students who have shown superior ability in mathematics. To be successful in the Level 1 course, it is expected that a student acquires math concepts easily, at a faster pace, and is then able to apply those skills and concepts independently. A student in Level 1 has demonstrated a strong command of computation skills as well as conceptual understanding that goes beyond rote memorization, and has outstanding problem solving skills.
Criteria:
1. Outstanding Grade 5 math achievement
Consistently meets expectations and goes beyond them.
Grasps concepts quickly with little re-teaching necessary.
Critical areas: Mathematical Thinking, Number & Operations, Algebraic Thinking
2. Problem Solving Benchmarks
3. Outstanding performance on Grade 5 Unit Assessments
4. Homework/Assignments– consistently completed on time and with attention to quality
Grade 7 Criteria
Grade 7 Mathematics, Level 2
Most students are placed in Level 2 Mathematics in Grade 7. This level is for students who are at grade level and able to handle the content expectations for mathematics at the expected and normal pace for this age. Students are ready to apply mathematical skills using a variety of strategies in the major content domains: number & quantity, geometry & measurement, data & probability, and algebraic thinking.
Grade 7 Mathematics, Level 1
To be successful in the Level 1 course, it is expected that a student acquires math concepts easily and at a faster pace. A student in Level 1 has also demonstrated a strong command of computation skills and outstanding problem solving skills. A student is a level 1 course is a strong independent learner who shows an interest in the subject area and perseveres through more challenging problems. This student is fluent in operations involving whole numbers, decimals and fractions. He or she also has a strong number sense and a deep conceptual understanding and is able to transfer the skills and the understandings to new problems.
Criteria:
1. Outstanding Grade 6 math achievement
6-1 = A’s and B’s only (particularly on assessments)
6-2 = consistent A+ on assessments, problem solving, and homework completion
2. Mastery of grade 6 skills as measured by Benchmark Assessment(s)
3. Homework/Assignments– consistently completed on time and with attention to quality and organization
Grade 8 Criteria
Mathematics - 8 , Level 2
This level is for students who need to strengthen their computational skills and build a stronger conceptual foundation before entering high school.
Transitions to Algebra , Level 2
This level is for students who are on grade level. It is assumed that students enrolled in this course have strong computational skills and have maintained at least a B assessment average in Mathematics 7, Level 2. Considerably less time is spent on these skills leaving a large portion of the course to deal with concepts critical for the transition to more formal algebraic study in high school. Many mathematical areas are addressed with a more algebraic lens in preparation for future study.
Criteria:
1. Grade 7 achievement including Curriculum Based Assessments
at least an 88 assessment average in Level 2
B/C assessment average in Level 1
2. Iowa Algebra Aptitude Test - Scores of 32 to 48
Algebra 1 , Level 1
Algebra I is a course that most students have in grade 9. Grade 8 Algebra is not only an accelerated curriculum, but also a compacted curriculum. It is a more challenging course than the grade 9 Algebra course. For this reason, students ready for this course have demonstrated mastery of the prerequisite math concepts and have the ability to grasp, comprehend, and perform abstract mathematical tasks. They possess superior skills and outstanding problem-solving ability. A level 1 student is a strong independent learner who shows an interest in the subject area and perseveres through more challenging problems. She or he has a strong number sense and is able to apply skills and understandings to new problems. To be considered for Algebra in Grade 8, there must be a preponderance of evidence to support that decision.
Criteria:
1. Outstanding achievement in Grade 7 including mastery of skills and concepts as demonstrated by Curriculum Based Assessments
Level 1 (85% or higher assessment average)
2. Iowa Algebra Aptitude Test - score of 48 (out of 60)
Grade 9 Criteria
Course placements for students are made with two general factors in mind; challenge and success. The goal is to challenge every student at the appropriate level for that student by placing him/her in a class that will support his or her growth and success. Factors considered in the process are the student’s current mathematics class and performance, previous class performance, other documented test scores, and the student’s maturity, motivation, and work ethic.
In general, teachers will recommend mathematics classes for students by starting with the following general guidelines:
Student currently in Math 8, Level 2 class:
Algebra 1A - If the student has excelled and demonstrated readiness for a one year Algebra 1 course, the placement may be for Algebra 1A. Algebra 1A is for students who have demonstrated strong computational skills, an understanding of mathematical concepts and a readiness for formal algebra.
Algebra 1B (the two-year sequence in Algebra 1) - If the student has completed Math - 8 with success, the placement will be Algebra 1B. The two years will provide them with the additional time to reinforce the necessary prerequisite skills and conceptual understanding within the algebra class.
Essentials for Algebra - If a student has a D average the placement may be Essentials for Algebra. For a variety of reasons the student has not demonstrated readiness for formal algebra. Essentials for Algebra can provide that additional background necessary for the successful study of algebra. This course is designed to assist students who need to strengthen their computational skills, develop problem solving strategies, and build a stronger conceptual foundation in mathematics. They may also experience difficulty completing assignments independently.
Student currently in Transitions to Algebra class:
Algebra 1A - If the student has maintained an A or B average, the placement may be Algebra 1A. Algebra 1A is for students who have demonstrated strong computational skills, an understanding of mathematical concepts and a readiness for formal algebra.
Algebra 1B (the two-year Algebra 1 sequence) - If the student has a C or D average, the placement may be Algebra 1B (the two-year Algebra 1 sequence). The two years will provide them with the additional time to reinforce the necessary prerequisite skills and conceptual understanding within the algebra class.
Essentials for Algebra - If the student has a D or lower average, the placement may be Essentials for Algebra. For a variety of reasons the student has not demonstrated readiness for formal algebra. Essentials for Algebra can provide that additional background necessary for the successful study of algebra. This course is designed to assist students who need to strengthen their computational skills, develop problem solving strategies, and build a stronger conceptual foundation in mathematics. They may also experience difficulty completing assignments independently.
Student currently in Algebra 1:
Geometry A Level 1 - If a student has a B or better average, the placement may be Geometry A, Level 1. He/she has demonstrated mastery of Algebra 1 concepts and has the ability to grasp, comprehend and perform abstract mathematical tasks independently. Superb skills, outstanding problem solving ability and consistent top performance are indicators of success in the Level 1 sequence.
Geometry A Level 2 - If a student has earned a B/B- in Algebra, he or she may be invited to enroll in Geometry A Level 2. This, however, is not the best option. In order to form a solid foundation for future study in mathematics, enrolling in the high school Algebra 1 course is the best decision.
Algebra 1 - The learning of the Algebra 1 content is a foundation for all future study of mathematics. Therefore, if a student’s 8th grade performance was a C+ or lower, the student should repeat Algebra 1 at the high school level. We are very aware that this can be a difficult decision for students and parents. However, it is our experience that students who do not master eighth grade Algebra with at least 80% mastery will struggle as sophomores in Algebra 2. The benefits of an opportunity to improve Algebra 1 skills and understandings by taking the class again as a ninth grader, far outweigh the deficits.