Middle-Level Math Placement

Guide for Students and Families

Secondary Level Math Placement Overview

Auburn-Washburn USD 437 seeks to inspire, challenge, and prepare every student, every day! We believe in a thorough, engaging, and meaningful education that prepares each individual student to reach his or her long-term goals. This requires balancing the need for a strong skill-based foundation while ensuring students are engaged with the skills they are ready to learn.

Because of the logistical progression found within math, there are many reasons students are considered for math acceleration:

  • Significant interest in, coupled with a positive orientation to, mathematics;

  • Demonstrated ability to engage with complex, above-level mathematical skills and concepts;

  • Desire to take higher level math classes in high school because of a student’s potential career goals; or

  • Increased opportunities to earn college credit in high school.

To fully understand the placement decisions and process, this website explains how our coursework inspires, challenges, and prepares students for success in mathematics.

Secondary Math Progression

The Secondary Math Progression outlined below helps students and families understand the sequence of courses available to students as they move through their middle and high school education. Descriptions of each of the components follow the progression chart.

Middle School Math Sequences

All middle school math course offerings are sequential and are taken over a two-year period. To determine courses available to attempt at the high school level, select Level 1, Level 2, or Level 3 at the middle school. Assuming a student successfully completes a full year of math each year, the next column to the right shows courses available for that student to attempt the following year. Placement into Level 1, Level 2, or Level 3 is based upon a rubric-based placement process.

High School Math Courses

High School Levels 1-4 Course Sequence

Because of their foundational nature, courses in Levels 1-4 are sequential and skills build from one level to the next. Students must progress through Levels 1-4 in the order shown on the chart or meet the prerequisites through rubric-based placement process.

Group A and Group B Course Eligibility

Courses in Group A and Group B are not sequential because they are deeper studies within specific mathematical disciplines. Once a student becomes eligible for Group A or Group B courses, that student may take any course within the group for which the student is eligible. Eligibility for Group A or Group B makes any option available within the group, and completion of a Group A course does not require subsequent completion of a Group B course.

Group A eligible students may only take classes within Group A. They can, however, take as many Group A courses as align with Individual Plan of Study goals.

Group B eligible students may take classes within Groups A and B. However, there is no requirement that they take any Group B course at any time––only that those courses are available as enrollment options.

Sample Progressions

Example 1: Students completing Math 7 and Math 8 at the middle school are eligible to complete Group A courses Senior year. They are not eligible to enroll in Group B courses.

Example 2: Students completing Accelerated 7 and IM 1 at the middle school are eligible to complete Group A and Group B courses Senior year. They may choose Group A courses, Group B courses, or a combination of both.

Example 3: Students completing IM 1 and IM 2 at the middle school are eligible to complete Group A and Group B courses Junior year and Senior year. They may choose Group A courses, Group B courses, or a combination of both.