Compacted Math Placement Process

Updated Compacted Math Placement Process

With the transition to Common Core State Standards (CCSS), there was a significant shift in math content in the middle grades from a spiral approach (ODE) to a coherent set of standards that were built with the use of progressions (CCSS). This significant shift would make it problematic for students to continue the practice of skipping a full year of math standards, as it would result in major gaps in a student’s math trajectory. Starting with the 2012-2013 school year, PPS, as well as many districts across the state, implemented Compacted Mathematics, which is three years of mathematics content over 7th and 8th grade. The 2-year course sequence takes students through all of 7th grade, 8th grade and high school standards aligned to Algebra. Successful completion of the 2-year course sequence earns students a high school math credit.

Below are the data points used previously to make mathematics placement decisions for students entering 7th grade in PPS.

During the past 4 months, a committee of teachers, counselors, TOSAs, and administrators met over multiple days to evaluate the current Compacted Math Placement Process. The committee has developed a recommendation for an amended placement process for 7th grade math. Below are a few of the significant changes in the process:

• • Compacted Assessment of Readiness (CAR) content test will no longer be given to 6th grade students;

  • Students will still complete a Compacted Math Performance Task, which will provide student choice and be available in PPS supported languages;

  • School Appraisal Teams that include teachers, a counselor and an administrator, will use a Placement Rubric that includes learner traits, classroom assessments and student/family identified level of motivation to make determination of placement for students not meeting the Performance Task.

In addition to data analysis, the committee engaged in collegial conversations based on current research on Math Course Sequencing in Middle School and High School and on the role of non-cognitive factors in College & Career Readiness. Findings from the Math Course Sequencing report that resonated with the group were:

• • Math performance in Grade 7 is predictive of high-school math course-taking;

  • Many students repeat Algebra, but few repeaters achieve proficiency on their second attempt;

  • Math matters in elementary school;

  • When students take Algebra 1 (that is, in which grade) is less important than whether students are ready to take it;

  • Having students repeat Algebra 1 is generally not an effective strategy for supporting students who struggle in their first attempt at Algebra; and

  • Irrespective of students’ math performance, taking four years of high school math strengthens their postsecondary opportunities.

From the summative article of the research on non-cognitive skills that are critical for success in college and career choices after high school, the group zeroed in on the following as key to include in the placement process:

• • Academic Behaviors – such as ready to engage in work, participating in class discussion and completing work;

  • Academic Mindsets – particularly sense of belonging and self-efficacy.

Further reasons for this recommendation are that it:

• • has current data that supports success with PT as a good indicator for success in Compacted Math. However, the group believes it is critical to provide translated versions;

  • is comprehensive as a package solution;

  • allows for multiple data points and includes both academic and social-emotional aspects of student;

  • honors and values teacher and student voice;

  • provides an alternate pathway to Compacted Math;

  • does not rely on unit assessments (after full implementation), which is of concern due to variability across the district; and

  • provides space for face-to-face conversation supported by a protocol.

For more information regarding the Compacted Math Placement Process, please contact Rachel Aazzerah raazzerah@pps.net.