MEM-6458.0 Page 1 of 26 February 19, 2015 Office of Curriculum ...

LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM

MEM-6458.0 of 26 February 19, 2015

Office of Curriculum, Instruction, and School Support

TITLE: Middle and High School Math Courses and

Pathways

ROUTING

All Offices

ESC Instructional

Superintendents

ESC Instructional Directors

ESC Secondary Mathematics

Coordinators

ESC Counselor Coordinators

Principals

ESC Secondary

Mathematics Coordinators

Mathematics Department

Chairs

ESC Counseling

Coordinators

APSCS/Counselors

SLC Leads

NUMBER: MEM-6458.0

ISSUER: Ruth Pérez, Deputy Superintendent

Division of Instruction

Gerardo Loera, Chief Academic Officer

Office of Curriculum, Instruction and School

Support

DATE: February 19, 2015

PURPOSE:

The purpose of this Memorandum is to provide information to schools

regarding the mathematics pathways and courses aligned to the Common

Core State Standards. This Memorandum provides guidelines to schools

regarding student placement in mathematics courses. This Memorandum also

provides guidelines for student placement in mathematics courses and

acceleration points for moving some students through the standards at an

accelerated pace.

MAJOR

CHANGES:

This is a new Memorandum to replace MEM-6228.2.

BACKGROUND: In 2010, the California Board of Education adopted the California Common

Core State Standards: Mathematics (CA CCSSM). The California Common

Core State Standards reflect the importance of focus, coherence, and rigor as

guiding principles for mathematics instruction and learning. The district’s

implementation demonstrates a commitment to these principles. These

standards will be fully implemented and assessed in the 2014-2015 school

year. In the spring of 2015, students in grades 3-8 and 11 will be expected to

show proficiency in the Common Core Standards as assessed by the Smarter

Balanced Assessment.

The California Common Core State Standards: Mathematics (CA CCSSM)

has shifted primary concepts, skills, and focus in all secondary mathematics

courses. Under the CA CCSSM, additional rigor is introduced in earlier

grade levels by including skills and concepts formerly included at higher


MEM-6458.0 of 26 February 19, 2015


grade levels. Careful evaluation of students’ prior achievement in

mathematics assessments and courses must be used in determining middle

school and high school mathematics course placement.

I. Middle School and High School Mathematics Courses and Pathways

A. District Position

In line with the recommendation of the California Department of

Education, The California Common Core State Standards:

Mathematics represent a tight progression of skills and knowledge that

is inherently rigorous and designed to provide a strong foundation for

success in the new, more advanced Algebra I courses that will

typically be taken by most students in the ninth grade. Development of

these skills and knowledge depends on students being placed in the

appropriate courses, with emphasis on the appropriate foundational

concepts at the appropriate time, throughout their K-8 sequence and

beyond (California Mathematics Framework, Appendix A).

Misplacement is common, with negative consequences for students

when they are unable to keep pace with the incremental difficulty of

mathematics content; students’ weaknesses in key foundational areas

that support algebra-readiness frequently translate into substantial

difficulty reaching proficiency in higher-level mathematics while in

high school (Finkelstein, et al., 2012).

B. Overview of Mathematics Pathway

1. Traditional Pathway

Students on the traditional pathway will be enrolled in CC Math 6, CC

Math 7 and CC Math 8. The CCSSM is rigorous with increasing

emphases on conceptual understanding, application, and procedural

fluency. Learning the mathematics prescribed by CA CCSSM requires

that all students rise to the challenge by spending time to learn each

topic with diligence and dedication within the traditional pathway.

Skimming over existing materials in order to rush ahead to more

advanced topics can no longer be considered good practice (Wu 2012).

2. Accelerated Pathway for Middle School

The accelerated pathway is for students who show mastery of the

grade-level standards. According to the Common Core State Standards

Initiative:

“Decisions to accelerate students into higher mathematics before ninth

grade must require solid evidence of mastery of prerequisite CCSSM.

Compacted [accelerated] courses should include the same Common


MEM-6458.0 of 26 February 19, 2015


Core State Standards as the non-compacted courses.” (Common Core

State Standards Initiative, Appendix A 2010).

Students will have opportunities to accelerate in middle and high

school. In the recommended accelerated pathway three years of math

are combined into two math courses: Accelerated CC Math 7, and

Accelerated CC Algebra 1. Standards are not cut or skipped but

compressed, requiring that students learn at a faster pace. At the end

of 6th grade, students who are identified for the Accelerated Pathway

will take Accelerated CC Math 7 which contains all CC Math

standards and one-half of CC Math 8 standards. In Grade 8, these

students would take Accelerated CC Algebra which contains the

remaining CC Math 8 standards and all the CC Algebra 1 standards.

3. Alternative Accelerated Pathway

Accordingly, the California Department of Education Acceleration

document asserts that the decisions to accelerate students into the

Common Core State Standards for higher mathematics before ninth

grade should not be rushed. Prematurely placing students into an

accelerated course sequence option too early must be avoided.

Likewise, it is not recommended to compact the standards before grade

seven to ensure that students are developmentally ready for accelerated

content. On page 81 in the appendix document of the Common Core

State Standards for Mathematics the following is stated: “Placing

students into tracks too early should be avoided at all costs. It is not

recommended to compact the standards before grade seven.”

http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_

A.pdf

A decision to accelerate students into higher mathematics before ninth

grade must require solid evidence of mastery of the CA CCSSM

prerequisites. “Mathematics is by nature hierarchical. Every step is a

preparation for the next one. Learning it properly requires thorough

grounding at each step and skimming over any topics will only weaken

one’s ability to tackle more complex material down the road” (Wu,

2012). Serious effort must be made to consider solid evidence of a

student’s conceptual understanding, knowledge of procedural skills,

fluency, and ability to apply mathematics before moving a student into

an accelerated course sequence option. Teachers, counselors and

principals must use multiple measures of academic achievement to

make the determination that a student is ready for Alternative

Accelerated Pathways.

http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf

http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf


MEM-6458.0 of 26 February 19, 2015


II. Middle School Placement

Middle school courses are aligned to reflect California Common Core

State Standards: Mathematics (CA CCSSM). The middle school course

titles are: Common Core (CC) Math 6, Common Core (CC) Math 7, and

Common Core (CC) Math 8. These courses follow a focused and

coherent progression that builds from one year to the next.

Middle School Pathways

Every student entering 6th

grade must be enrolled in CC Math 6. The end

of grade 6 is the first point at which a decision can be made to accelerate

students. Different data points will be reviewed to make such decisions.

1. Traditional Pathway for Middle School:

Students on the traditional pathway will be enrolled in CC Math 6, CC

Math 7 and CC Math 8 (See Attachment A).

2. Accelerated Pathway for Middle School:

The accelerated pathway is for students who show mastery of the

grade-level standards.

a. Placement Guidelines: Incoming 7th

graders:

Careful consideration of multiple data points is needed to make a

decision about students’ placement in mathematics courses.

Students entering grade 7 shall be placed in Common Core (CC) Math

7.

Students who show a solid understanding of mathematics concepts,

fluency in procedural skills and ability to apply mathematics concepts

may be considered for the accelerated pathway. The criteria for placing

students into the Accelerated CC Math 7 course are as follows:

Proficient on the Mathematics Placement Assessments and earned a

grade of “A” or “B” in their Math 6 course

Students who completed Math 6 at an elementary school who scored

Proficient on the Mathematics Placement Assessment and earned a

grade of 4

Schools should consider the above factors as well as student readiness

for an accelerated pathway where 3 years of mathematics are taught

in two years’ time.

b. Placement Guidelines: Incoming 8th

graders:

Students entering grade 8 shall be placed in Common Core (CC) Math

8.

Students entering grade 8 who completed Accelerated CC Math 7 in

grade 7 and successfully meet the criteria below shall be placed in


MEM-6458.0 of 26 February 19, 2015


Accelerated CC Algebra 1.

Students entering grade 8 who completed Accelerated CC Math 7 in

grade 7 and earned an “A” or “B” in Accelerated CC Math 7 may be

placed in the accelerated pathway (Accelerated CC Algebra 1) with the

following conditions:

Student is scheduled into a supplemental (second) math course (CC

Algebra 1 Tutorial Lab - 312613/312614).

Parent is notified and agrees by signing agreement form (Attachment

B1 and B2).

All other students who completed Accelerated Math 7 in grade 7 and

who did not meet the above criteria will be placed in CC Math 8.

Students will have multiple opportunities in high school to

accelerate.

3. Alternative Accelerated Pathway:

a. Identification and Placement in Alternative Accelerated Mathematics

Pathway

Teachers, counselors and principals must use multiple measures of

academic achievement to make the determination that a student is ready

for Alternative Accelerated Pathways.

b. Alternative Accelerated Pathway Courses

The Alternate Accelerated Pathway option outlined in this memo

compacts five years of CA CCSSM into three years for the highest

achieving students, estimated to be less than one-half of one percent of

all fifth grade students in the District. Two years of math are

compressed into Alternative Accelerated Common Core Math 6/7.

Similarly, two years of math are compressed into Alternative

Accelerated Common Core Math 8/ Algebra 1. Common Core

Geometry may then be taken in grade 8.

6th grade: Alternative Accelerated CC Math 6/7 (310113/14)

(compacts 6th and 7th grade CA CCSSM)

7th grade: Alternative Accelerated CC Math 8/Algebra 1 (310119/20)

(compacts 8th grade and Algebra 1 CA CCSSM)

8th grade: CC Geometry (Geometry CA CCSSM) (310423/24)

c. Placement Guidelines: Incoming 6th

graders

Grade 5 students transitioning to grade 6 and meeting specific

requirements for acceleration should refer to Attachment C. The

District recognizes that there may be a few students who are highly

gifted or capable of performing at extremely high levels in

mathematics, and a special program should be designed for these


MEM-6458.0 of 26 February 19, 2015


students at the schools that choose to offer such a program. Both the

school and the students should meet all the requirements in

Attachment C. To ensure that a proper and adequate program is

designed for these students, it is important to base the decision on a

wide range of data including: school, parent, and student components.

The school must apply for a waiver and for consideration to offer

such a program. Before the waiver application is submitted for

approval, the school must meet all criteria listed for both school site

and parent components. Below are the steps that each middle or span

school, parent, and student must take in order to ensure success in

offering this Alternative Accelerated Pathway:

Step 1: Middle and span school representatives must attend an

informational meeting at the ESC to gain understanding of the

expectations of all pathways offered to students.

Step 2: Schools will provide a parent education meeting to share

pathway components.

Step 3: Parents sign Alternative Accelerated Agreement (Attachment

B2).

Step 4: Students must have a score of 4 in mathematics on all report

cards for grades 4 and 5.

Step 5: Once all of the above criteria are met, a student will be

eligible to take the 6th

grade placement examination. Students must

earn a score of proficient to enter the Alternative Accelerated

Pathway. If a student has not met the above criteria, parents can elect

to have student take the 6th

grade placement examination. Students

must receive a score of proficient to be enrolled in the Alternative

Accelerated Pathway.

Each ESC planning to provide this service should work with their

schools to schedule the assessment dates and locations

d. Continued Enrollment in the Alternative Accelerated Pathway

Students who were placed in an Alternative Accelerated Pathway

who earned an “A” or “B” in the Alternative Accelerated Pathway

course would continue on that course sequence as determined by the

school. All other students who completed the Alternative Accelerated

path in grade 6 and who did not meet the above criteria will be placed

in Accelerated CC Math 7. All other students who completed the

Alternative Accelerated path in grade 7 and who did not meet the

above criteria will be placed in CC Math 8 or Accelerated CC

Algebra 1 as determined by the school. Parent is notified and agrees

by signing agreement form (Attachment B1 and B2).


MEM-6458.0 of 26 February 19, 2015


III. High School Courses

LAUSD will be following the traditional pathway of courses: Common

Core (CC) Algebra 1, Common Core (CC) Geometry, and Common Core

(CC) Algebra 2.

A. Course Pathways for High School

All high school mathematics courses have been revised to align to

reflect California Common Core State Standards: Mathematics (CA

CCSSM). Courses have new course codes and titles. It is critical that

schools use the new course titles and codes so students receive credit

for the correct course. The CCSS aligned Curriculum Maps

(Instructional Guides) are available for download at

http://achieve.lausd.net/math.

1. Traditional Pathway for High School

Students in this pathway will take CC Algebra 1, CC Geometry, CC

Algebra 2, and a fourth year of mathematics (See Attachment D). It

is recommended that the courses are offered in this sequence.

The sequences of courses have been designed to ensure student

success. CC Algebra 1 and CC Geometry concepts will best prepare

the students for CC Algebra 2. The Mathematics Framework

describes the work done in previous grades that will best prepare

students for CC Algebra 2, such as: conic sections and trigonometry.

It includes the study of functions in CC Algebra 1, proving theorems

using the coordinate planes, circles, and triangles in Geometry and

Statistics and Probability concepts throughout both courses.

Attachment D provides some of the course taking sequences available

in high school.

2. Alternative Pathway for High School

Students interested in Alternative to Traditional Pathway, see

Attachment D.

3. Accelerated Pathway for High School

Students will have opportunities at the high school level to accelerate

and enroll in higher math courses. Multiple data points should be

considered when identifying students who can be successful in the

accelerated pathways. This is not an exhaustive list of sequence

options to accelerate at the high school level.

Option 1: Includes a double block of mathematics in 9th

grade.

Students would take CC Algebra 1 and CC Geometry concurrently.

http://achieve.lausd.net/math


MEM-6458.0 of 26 February 19, 2015


Option 2: Students may accelerate after CC Geometry. Honors

Advanced Math is an accelerated course that combines CC Algebra 2,

precalculus, and introductory calculus standards. Students must earn

a grade of “A” or “B” in both CC Algebra 1 and CC Geometry to

qualify to enroll in this course. If successful in this course, students

can move on to AP Calculus AB.

B. Placement of High School Students for 2015-2016

Attachment E has the recommended course placement for students in

the 2015-2016 school year.

1. Current 11th

Graders

Students Currently in Grade 11 (Graduating Class of 2016) must

meet A-G graduation requirements including passing three A-G math

courses (or their equivalent through A-G validation) with a grade of

“D” or better to successfully complete graduation requirements.

These students will take the Smarter Balanced Assessment in Spring

of 2015.

2. Current 10th

Graders

Students Currently in Grade 10 (Graduating Class of 2017) must

meet A-G graduation requirements including passing three A-G

math courses (or their equivalent through A-G validation) with a

grade of “C” or better to successfully complete graduation

requirements. These students will take the Smarter Balanced

Assessment in Spring of 2016.

3. Current 9th

Graders

Students currently in Grade 9 (Graduating Class of 2018) must

meet the A-G graduation requirements including passing three A-G

math courses (or their equivalent through A-G validation) with a

grade “C” or better for graduation. These students will take the

Smarter Balanced Assessment in Spring of 2017.

4. Current 8th

Graders

Students currently in Grade 8 (Graduating class of 2019) must pass

their courses with a grade of “C” or better to earn A-G credit. They

will have had the opportunity to take three years of Common Core

courses before they take the assessment in the 11th

grade. The

traditional sequence for these students in 9th

grade will be CC

Algebra 1.


MEM-6458.0 of 26 February 19, 2015


Placement Guidelines

Students entering grade 9 who completed Accelerated CC Algebra

1 in grade 8 and successfully meet the criteria below shall be placed

in Common Core (CC) Geometry and will receive high school

credit for Algebra 1.

Scored Proficient or Basic in the Algebra 1 Summative

Assessment and earned a grade of “A” or “B” in Algebra 1 shall

be enrolled in CC Geometry in grade 9.

Scored Proficient in the Algebra 1 Summative Assessment and

earned a “C” in Algebra 1 shall be enrolled in CC Geometry in

grade 9.

The above students will receive 10 high school credits in

mathematics. Students entering grade 9 who completed Accelerated CC

Algebra 1 in grade 8 and scored Below Basic yet received an

“A” or “B” in Accelerated CC Algebra 1 may be placed in CC

Geometry with the following conditions:

Student is scheduled into a supplemental/(second) math course

(CC Algebra 1 Tutorial)

Parent is notified and agrees (Attachment F)

Student does not receive high school credit

All other students who completed Accelerated CC Algebra 1 in

grade 8 and who did not meet the above criteria will be placed

in CC Algebra 1.

IV. Assessments

In spring of the 2014-2015 school year, all students in grades 6 through 8

and grade 11 will be taking the Smarter Balanced Assessments for

mathematics. All students in 11th

grade will be assessed in mathematics

ONLY at the 11th grade on all the standards that they have studied in

Grades 9, 10, and 11.

Important: Students in accelerated courses will take the assessment for

their grade level. An 8th

grade student in an Accelerated CC Algebra 1

learning Math 8 and Accelerated CC Algebra 1 standards will take the

grade 8 Smarter Balanced Assessment.

For more information about the Smarter Balanced Assessments visit:

Smarter Balanced Assessment Consortium, CA Department of Education

at http://www.cde.ca.gov/ta/tg/sa/index.asp, or LAUSD Smarter

http://www.cde.ca.gov/ta/tg/sa/index.asp


MEM-6458.0 of 26 February 19, 2015


Balanced page at

http://notebook.lausd.net/portal/page?_pageid=33,137146&_dad=ptl&_s

chema=PTL_EP

V. Support for Students with Disabilities (SWD)

Specific supports for students with disabilities (SWDs) whose disability

impacts performance in math should be detailed within the student’s

Individualized Education Program (IEP). The recommended strategies,

adaptations, and accommodations for the California Common Core State

Standards for Mathematics (CA CCSSM) can be found in the California

Mathematics Framework for Grades Kindergarten Through Grade 12 in

the chapter “Universal Access” and in “Appendix C: Possible

Adaptations for Students with Learning Difficulties in Mathematics.”

Additional recommended supports can be found on the Division of

Special Education website page on math instruction:

http://achieve.lausd.net/Page/4183.

SWDs in the resource specialist program (RSP) who need additional

support in Common Core math skills and concepts can be scheduled into

either a general education math support elective course (e.g., Math

Tutoring Lab) or the Learning Center course (Developing Math Skills

Across Content Areas). The Learning Center course descriptions can be

accessed on the Division website: http://achieve.lausd.net/Page/4275.

Students in the special day program (SDP) should receive their support in

the special education math course; no additional support course for math

should be necessary for students in SDP unless they require intensive,

Tier 3 intervention.

VI. Parent Notification Agreement

Schools must notify middle school and high school parents of the

changes in the math pathways for their student. Schools should use

Attachment B1 to notify middle parents and Attachment F to notify high

school parents of the new math sequence. Parents of all 6-8th

grade

students who qualified for the accelerated or alternative accelerated

pathway should receive a notification and the Acceleration Agreement.

RELATED

RESOURCES:

LAUSD Mathematics Curriculum Map. Online video module on the

curriculum maps is available at

http://www.lausd.net/cdg/ccss/secondary/index.html

LAUSD Guidelines for Standards-Based Instruction

LAUSD Math Website http://achieve.lausd.net/math

http://notebook.lausd.net/portal/page?_pageid=33,137146&_dad=ptl&_schema=PTL_EP

http://notebook.lausd.net/portal/page?_pageid=33,137146&_dad=ptl&_schema=PTL_EP

http://achieve.lausd.net/Page/4183

http://achieve.lausd.net/Page/4275

http://www.lausd.net/cdg/ccss/secondary/index.html

http://achieve.lausd.net/math


MEM-6458.0 of 26 February 19, 2015


California Mathematics Framework, November 2013.

http://www.cde.ca.gov./be/cc/cd/draftmathfwchapters.asp

Common Core State Standards Initiative (CCSSI). (2010). Mathematics

Appendix A.

http://www.corestandards.org/assets/CCSSSI_Mathematics_Appendix A.pdf

(Accessed April 8, 2013).

Principals Toolkit. http://home.lausd.net/pdf/Toolkits/Math_Pathways_Toolkit/Math_Pathways_Toolkit_FI

NAL.pdf

ASSISTANCE: For assistance or further information, please contact Philip Ogbuehi or Laura

Cervantes, at the Mathematics Branch of the Office of Curriculum, Instruction,

and School Support at (213) 241-6444, or by email at [email protected],

[email protected].

http://www.cde.ca.gov./be/cc/cd/draftmathfwchapters.asp

http://www.corestandards.org/assets/CCSSSI_Mathematics_Appendix%20A.pdf

http://home.lausd.net/pdf/Toolkits/Math_Pathways_Toolkit/Math_Pathways_Toolkit_FINAL.pdf

http://home.lausd.net/pdf/Toolkits/Math_Pathways_Toolkit/Math_Pathways_Toolkit_FINAL.pdf

mailto:[email protected]

mailto:[email protected]


MEM-6458.0 of 26 February 19, 2015


Attachment A

Course Codes for 2015/2016

Grade Level Common Core Math Courses Course Number

Grade 6 CC Math 6 AB 310111/12


Grade 7 Accelerated CC Math 7 AB 310117/18


Grade 8 Accelerated CC Algebra 1 310339/40

High School CC Algebra 1 (Year-long) 310341/42

High School CC Geometry AB 310423/24

High School CC Algebra 2 AB 310343/44

High School Honors Advanced Math AB 310509/10

High School Pre-Calculus AB 310711/12

Alternative Accelerated Courses

Grade 6 ALT ACC CC MATH 6/7A AB 310113/14

Grade 7 ALT ACC CC MATH 8/AL AB 310119/20

Intervention Courses

Grade Level Common Core Intervention Math Courses Course Number

Grade 6 CC MATH 6 TUT LAB AB 312607/08



High School CC ALG 1 TUT LAB AB 312613/14

High School CC ALG 2 TUT LAB AB 312617/18

High School CC GEOM TUT LAB AB 312615/16


MEM-6458.0 of 26 February 19, 2015


Attachment B1 YOUR SCHOOL LETTERHEAD

February 19, 2015

Dear Parents and Guardians,

As the Los Angeles Unified School District (LAUSD) fully transitions to the new Common Core State

Standards (CCSS), there are changes to your child’s mathematics courses and course placement due to

the higher bar set by the new standards. Your child’s successful completion of any of the below

mathematics pathways will help prepare them to graduate from high school both college prepared and

career ready.

Traditional Mathematics Pathway

Starting with the 2014-2015 school year, most students will take Common Core (CC) Math 6, Common

Core Math 7, Common Core Math 8, Common Core Algebra 1, Common Core Geometry, and Common

Core Algebra 2. Students who successfully complete CC Algebra 2 can be enrolled in higher

mathematics courses such as Pre-Calculus, Statistics, etc. Please note that the previous 1997 California

Algebra 1, Geometry, and Algebra 2 courses no longer exist.

The Regular Mathematics Pathway for grades 6-12 is shown below.

Grade Level Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Regular

Pathway

CC Math 6 CC Math 7 CC Math 8 CC Algebra 1 CC Geometry CC Algebra 2 4th Math

Course

Accelerated Mathematics Pathways

Students who demonstrate advanced skills in mathematics may be eligible for placement into an

Accelerated Mathematics Pathway beginning in grade 7, or into an Alternative Accelerated Mathematics

Pathway beginning in grade 6. Important information for parents with students enrolled in or eligible

for the Accelerated or the Alternative Accelerated pathways in mathematics follows.

More Information about Mathematics Placement

More information will be coming to you during the Back-to-School night and from the Parent and

Community Center to provide you a complete picture of what your child needs to do in order to be

college and career ready in their mathematics knowledge and skills. Direct, continued and frequent

contact and engagement with your child’s teachers and school are the most effective ways to understand

what your child is expected to learn and how well he or she is succeeding in that learning.

We look forward to continuing to keep you informed as we continue to support your child during this

transition. For more information about this transition, please talk to your child’s counselor or visit

achieve.lausd.net/ccss and achieve.lausd.net/math.

Sincerely,


MEM-6458.0 of 26 February 19, 2015


Accelerated Pathway and Alternative Accelerated Pathway

This section is for parents with students enrolled in or eligible for the Accelerated or the Alternative

Accelerated pathways. Parents with students enrolled in the Traditional Mathematics Pathway may skip

this section.

Students who demonstrate advanced skills in mathematics may be eligible for placement into an

Accelerated Mathematics Pathway beginning in grade 7, or into an Alternative Accelerated Mathematics

Pathway beginning in grade 6. Both of these pathways aim to advance math students who show

mathematics conceptual understanding, knowledge of procedural skills, fluency, ability to apply

mathematics and who also demonstrate academic work effort in school and at home.

Parents of students enrolled into the Accelerated or Alternative Accelerated Mathematics Pathways are

required to submit the attached Acceleration Agreement acknowledging the conditions for placement

into an Accelerated Program.

Accelerated Mathematics Pathway. In an accelerated pathway, three years of math are combined into

two math courses: Accelerated CC Math 7 and Accelerated CC Algebra 1. Standards are not cut or

skipped but are “compacted” requiring students to learn at a faster pace. Recommendation for placement

into the Accelerated Mathematics Pathway is based on a student’s Grade 6 Summative Assessment

scores used in combination with his/her previous marks in mathematics and teacher recommendation.

The Alternative Accelerated Mathematics Pathway beginning in grade 6 is intended for the highest

achieving students in mathematics. Placement into the Alternative Mathematics Pathway is based on a

student’s previous grade 4 and grade 5 marks in mathematics, the results of a mathematics placement

assessment administered upon parent request for student placement into the Alternative Accelerated

sequence, and on teacher and administrator recommendation.

Students are placed into the Alternative Accelerated Pathway only upon parent approval and upon

meeting the placement criteria. The Alternative Accelerated Mathematics Pathway is a highly

specialized program, and not all schools offer this pathway. If needed, a student’s school can help

parents find other District schools that may provide the pathway.

The Accelerated Mathematics Pathway and the Alternative Accelerated Mathematics Pathway from

grade 6 to grade 12 are shown below.

Grade Level Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Accelerated

Pathway

Math 6 Accelerated

Math 7

Accelerated

CC Algebra 1

CC Geometry CC Algebra 2 Precalculus AP Calculus

Alternative

Accelerated

Pathway

Alternative

Accelerated

math 6/7

Alternative

Math

8/Algebra 1

CC Geometry CC Algebra 2 Precalculus AP Calculus 4th Math

Course


MEM-6458.0 of 26 February 19, 2015


Continued Success and Enrollment in an Accelerated Pathway

Students in the accelerated pathways must demonstrate success at the end of each school year in order to

continue in that pathway.

Compacted accelerated courses are extremely rigorous, and students must also demonstrate continued

academic success in these courses throughout the school year as a condition for enrollment in the

Accelerated or Alternative Accelerated sequence. If a student earns less than a “B” in the semester

course, the child’s placement may be adjusted.

Please review the attached Acceleration Agreement in Mathematics form.


MEM-6458.0 of 26 February 19, 2015


Attachment B1 YOUR SCHOOL LETTERHEAD

February 19, 2015

Queridos Padres y Representantes,

A medida que hacemos la transición hacia los Estándares Estatales Comunes (Common

Core State Standards - CCSS siglas en Ingles) habrá muchos cambios en los cursos de matemáticas y en

la manera que los estudiantes serán colocados en esos cursos debido a los altos requisitos que exigen los

nuevos estándares. El completar exitosamente cualquier de los cursos de matemática descritos abajo

ayudara a su hijo(a) a graduarse de la escuela preparatoria preparado para ambos, la universidad, y

para obtener una carrera.

El sendero tradicional de Matemáticas

Comenzando en el año escolar 2014-2015, la mayoría de los estudiantes tomaran

Estándares Comunes (CC) Matemáticas 6, Estándares Comunes Matemáticas 7, Estándares Comunes

(CC) Matemáticas 8, Estándares Comunes Algebra 1, Estándares Comunes Geometría, y Estándares

Comunes Algebra 2. Estudiantes que exitosamente completen Estándares Comunes CC Algebra 2 se

podrán inscribir en una matemática mas alta como por ejemplo Pre-Cálculos, Estadísticas, etc. Por favor

note que los cursos anteriores a 1997 California Algebra 1, Geometría y Algebra 2, ya no existen.

El sendero regular de Matemáticas para los grados 6-12 es el que sigue.

El sendero de Matemáticas Acelerado

Estudiantes que han demostrado destrezas avanzadas en matemáticas, podrían ser elegibles para

registrarse en un Sendero de Matemáticas Acelerado empezando en el grado 7, o en un Sendero de

Matemáticas Acelerado Alterno en el grado 6. A continuación, información importante para padres con

estudiantes inscritos o elegibles para el Sendero de Matemáticas Acelerado o Acelerado Alterno.

Mas Información acerca de la colocación en los cursos de Matemáticas.

Usted recibirá mas información durante la noche de Regreso-a-la Escuela y de parte del Centro de

Padres y La Comunidad que le proveerá con detalles completos de lo que su hijo(a) necesita saber y las

destrezas de matemáticas que debe tener para estar listo(a) para la universidad y para una carrera.

Comunicación directa y constante con el maestro de su hijo(a) y con la escuela, son las maneras mas

Grado Grado 6 Grado 7 Grado 8 Grado

9

Grado

10

Grado

11

Grado 12

Sendero

Regular

CC

Matemáticas 6

CC

Matemáticas 7

CC

Matemáticas 8

CC

Algebra 1

CC

Geometría

CC

Algebra 2

4th Curso

Matemáticas


MEM-6458.0 of 26 February 19, 2015


efectivas de entender lo que se espera que su hijo(a) aprenda y que tan bien el o ella están progresando

en ese aprendizaje.

Deseamos seguir manteniéndolo informado a medida que apoyamos a su hijo(a) durante esta transición.

Para mas información acerca de esta transición, por favor hable con el consejero de su hijo(a) o visite


Sinceramente,


MEM-6458.0 of 26 February 19, 2015


Attachment B2

ACCELERATION AGREEMENT IN MATHEMATICS

I have read the attached letter indicating that my child will be in the Accelerated

Mathematics Program for the 2015-2016 school year. I understand that my student has to

maintain a B or better in this class.

In the event that my child is NOT progressing in this class, there will be a parent-teacher

meeting set up on a pre-agreed date to discuss why there is a lack of progress and develop a

mutual action plan for intervention

If at the end of the quarter, the student has NOT earned a B or better in the accelerated

mathematics course, he or she may be put in the regular class for that grade level. An

Alternative Accelerated Math 6/7 student will be placed in Common Core (CC) Math 6.

Similarly, an Accelerated CC Math 7 student will be placed in Common Core (CC) Math 7,

and an Accelerated Common Core Algebra 1 student will be placed in Common Core (CC)

Math 8. An Alternative Accelerated CC Math 8/Algebra 1 student will be placed in Common

Core (CC) Math 8.

I have read the attached letter and understand the criteria for the accelerated mathematics

program being offered. Please check all the boxes below:

○ I understand the purpose for acceleration

○ I understand that my child needs to maintain a “B” or better in this class

○ If my child does not earn a B or better, there will be an initial parent conference to

develop an action plan

○ If the student still does not show progress upon implementation of this action

plan, he or she will be put in the regular or honors mathematics class for that

grade level

Name of Student:

Math Class:

Name of Parent/Guardian:

Phone Number:

Email Address:


MEM-6458.0 of 26 February 19, 2015


School Site Parent Student

□ Mandatory School PD for schools

participating

□ Mandatory parent education meeting to

share program components

□ Parent compact (agreement)

□ Appropriate credentialed teachers (single

subject or supplemental credential in

Mathematics)

□ Mandatory parent education meeting

attendance

□ Sign parent compact (agreement)

□ Student must have a score of 4 in math on

all report cards for grades 4 and 5.

□ Teacher recommendation(s)

□ Administrator recommendation

Additional Information:

If schools meet each part of above requirements, they will receive a waiver to offer this program.

Compact (agreement) includes the following: minimum GPA requirements of a grade of “B” or higher for math; commitment to completing five courses

in three academic years.

If both parent and student have met the above requirements, student will be eligible to take the sixth grade placement exam. Student must receive a

score of proficient to enter program.

If student has not met the above requirements, parents can elect to have student to take placement exam. Student must receive a score of proficient to

enter program.

School PD includes awareness for Admin and Training for Teachers

Attachment C

B1


MEM-6458.0 of 26 February 19, 2015



MEM-6458.0 of 26 February 19, 2015


Attachment E

SECONDARY MATHEMATICS COURSE PLACEMENT

RECOMMENDATIONS FOR 2015-16, BASED UPON 2014-15

COURSEWORK

HIGH SCHOOL Successfully Completed Courses in 2014-2015

Successfully Completed Courses in 2014-2015

Class of 2016

Note: Must pass math courses with a “C” or better.

Course in 2014-15 Placement Recommendations for 2015-2016

CC Algebra 1 CC Geometry

CC Geometry CC Algebra 2

Geometry ( Completed CC Algebra 1 and 2) Higher Level Math Course

CC Algebra 2 Higher Level Math Course

CC Algebra 2 (Completed Algebra 1 only) CC Geometry

Class of 2017

Note: Must pass “A-G” courses with a “C” or better.



CC Geometry CC Algebra 2 with Support

CC Geometry ( Completed CC Algebra 1 and 2) Higher Level Math Course

CC Algebra 2 Higher Level Math Course


Class of 2018

Note: Must pass “A-G” courses with a “C” or better.



CC Geometry CC Algebra 2

CC Algebra 2 CC Algebra 2 or Higher Level Math Course


Note: Students in 2015-2016 mathematics courses may need support during this transition. The support can be done during class time, after school, or additional course as needed.


MEM-6458.0 of 26 February 19, 2015


SECONDARY MATHEMATICS COURSE PLACEMENT

RECOMMENDATIONS FOR 2014-15, BASED UPON 2014-15

COURSEWORK

High School

Failed Courses in 2014-2015

Failed Courses in 2014-2015

Class of 2016


CC Algebra 1 CC Algebra 1– Summer School CC Geometry Note: If a student fails CC Algebra 1 during the Summer, the student must be enrolled in CC Algebra 1 in the Fall Semester.

CC Geometry CC Geometry* or CC Algebra 2 with Support

CC Algebra 2 CC Algebra 2

Class of 2017


CC Algebra 1 CC Algebra 1 with Support

CC Geometry CC Geometry* or Algebra 2 with Support

CC Algebra 2 CC Algebra 2 with support

Class of 2018



CC Geometry CC Geometry* or Algebra 2 with Support


* Note: For UC admission, a student must attempt both semesters of Geometry to use an advanced level

(Subject “c”) Mathematics course to validate the entire mathematics requirement.


MEM-6458.0 of 26 February 19, 2015


Attachment F

February 19, 2015


As the Los Angeles Unified School District (LAUSD) fully transitions to the new Common Core

State Standards (CCSS), there are changes to your child’s courses due to the higher bar set by the

new standards. At the end of the 2014-2015 school year, grade 8 students in Accelerated CC

Algebra 1 will take the Algebra 1 Summative Assessment. The scores and other data will be used

in the decision for course placement and high school credit eligibility. It is our goal to ensure

students graduate from high school and college and career ready, and these new standards will

better help all students reach that goal.

The guidelines for mathematics placement and high school credit earning for middle school

students who took Accelerated CC Algebra 1 are:

Students entering grade 9 who completed Accelerated CC Algebra 1 in grade 8 and successfully

meet the criteria below shall be enrolled in Common Core (CC) Geometry and will receive high

mathematics graduation school credit for CC Algebra 1. Students who:

Scored Proficient or Basic in the Algebra 1 Summative Assessment and earned a grade of

“A” or “B” in Accelerated CC Algebra 1 shall be enrolled in Common Core (CC)

Geometry in Grade 9.

Scored Proficient in the Algebra 1 Summative Assessment and earned a “C” in

Accelerated CC Algebra 1 shall be enrolled in CC Geometry in Grade 9.

The above students will receive 10 high school credits in mathematics.

Students entering grade 9 who completed Accelerated CC Algebra 1 in grade 8 and scored

Below Basic yet received an “A” or “B” in Accelerated CC Algebra 1 may be enrolled in CC

Geometry with the following conditions:

Student is scheduled into a supplemental/second math course (CC Algebra 1 Tutorial).

Parent is notified and agrees.

Student does not receive high school credit.

All other students who completed Accelerated CC Algebra 1 in grade 8 and who did not meet the

above criteria will be enrolled in CC Algebra 1 in grade 9.

Students will need support in the beginning years of full implementation of the Common Core

State Standards, as they have moved into a new set of standards and courses in the middle of

their K-12 schooling. LAUSD will continue to find the best ways to support our students, parents

and staff. For more information, please talk to your child’s counselor or visit


Sincerely,


MEM-6458.0 of 26 February 19, 2015


Attachment F

February 19, 2015


Queridos Padres y Guardianes

A medida que hacemos la transición hacia los Estandares Estatales Comunes (Common

Core State Standards - CCSS siglas en Ingles) habrá muchos cambios en los cursos debido a los

altos requisitos que exigen los nuevos estándares. Al final del año escolar 2014-2015, los

estudiantes de el grado 8 en Estándares Comunes (CC) Algebra 1 Acelerada, tomaran el Examen

Acumulativo de Algebra 1. La puntuación obtenida en este examen y otros datos serán utilizados

para decidir la colocación en los cursos y la elegibilidad de créditos en la escuela preparatoria. Es

nuestra meta asegurarnos que los estudiantes se gradúen de la escuela preparatoria preparados

para la universidad y para obtener una carrera, estos nuevos estándares van a ayudar a todos los

estudiantes a alcanzar esta meta.

Las directrices para la colocación en matemáticas y para obtener créditos de la escuela

preparatoria para los estudiantes que tomaron Estándares Comunes (CC) Algebra 1 Acelerada

son:

Estudiantes entrando al grado 9 que completaron CC Algebra 1 Acelerada en grado 8 y

exitosamente reúnen el criterio abajo descrito, podrían inscribirse en CC Geometría y recibirán

créditos de la escuela preparatoria por CC Algebra 1. El estudiante que:

Obtuvo una puntuación Proficiente o Básico en el Examen Acumulativo de CC

Algebra 1 y obtuvo una calificación de “A” o “B” en CC Algebra 1 Acelerada

podría ser inscrito en CC Geometría Grado 9.

Obtuvo una puntuación Proficiente en el Examen Acumulativo y obtuvo una “C”

en CC Algebra 1 Acelerada podría ser inscrito en CC Geometría en el Grado 9.

Los estudiantes mencionados arriba recibirán 10 créditos de la escuela

preparatoria en matemáticas.

Estudiantes entrando al grado 9 que completaron CC Algebra 1 Acelerada en grado 8, y

obtuvieron una puntuación Por Debajo de Básico en el Examen Acumulativo y sin embargo

recibieron una “A” o “B” en CC Algebra 1 Acelerada pueden ser inscritos en CC Geometría con

las siguientes condiciones:

El estudiante se inscribe en un curso suplementario de matemáticas/ segundo

curso (CC Algebra 1 Tutorial).

Padres son notificados y están de acuerdo.

El estudiante no recibe créditos de la Escuela Preparatoria.


MEM-6458.0 of 26 February 19, 2015


Todos los demás estudiantes que cursaron CC Algebra 1 Acelerada en el grado 8 y no reunieron

el criterio descrito arriba serán inscritos en CC Algebra 1 en el grado 9.

Estudiantes necesitaran apoyo en los primeros años de la implementación de los Estándares

Estatales Comunes, tomando en cuenta que el estudiante ha sido cambiado a un nuevo grupo de

estándares y cursos en el medio de su educación de K-12. LAUSD continuará buscando la mejor

manera de apoyar a nuestros estudiantes, padres, y maestros. Para mayor información, por favor

hable con el consejero de su hijo, o visite achieve.lausd.net/ccss y achieve.lausd.net/math.

Sinceramente,

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