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ÃÛèÖÊÓƵ Middle School

Accelerated Mathematics

ÃÛèÖÊÓƵ Middle School’s mathematics curriculum reflects a balanced approach to developing students' conceptual understanding, computational proficiency, and problem-solving skills.  Students entering sixth grade have a wide range of mathematical reasoning skills and knowledge; therefore, offering appropriate math experiences are crucial as students move through the progression of concepts leading to high school mathematics. ÃÛèÖÊÓƵ Middle School’s goal is for all students to become proficient with math concepts and practices to ensure college and career readiness.

In an effort to place each student in the sixth grade math course that will offer the appropriate level of challenge, ÃÛèÖÊÓƵ Middle School offers two pathways: a Traditional Pathway and an Accelerated Pathway. 

1. The Traditional Pathway progresses through grade level Common Core math concepts at an appropriate pace. Students moving along this pathway are projected to take the Common Core Algebra Regents in grade 9.
2. The Accelerated Pathway exposes students to concepts at a faster pace and content is above grade-level of the Traditional Pathway.  The Accelerated Pathway typically leads students to take the Common Core Algebra Regents in grade 8 and Advanced Placement (AP) and International Baccalaureate (IB) course work in grades 11 and 12 at ÃÛèÖÊÓƵ High School.

Sixth Grade Accelerated Math is the first course in the accelerated mathematics pathway.  Students should be prepared to move through and apply concepts at a rapid pace.  To prepare students for Common Core Algebra in eighth grade, ÃÛèÖÊÓƵ Middle School has developed a sequence of compacted courses. The term “compacted” means to compress content, which requires a faster pace to complete, as opposed to skipping content. To prepare students for Common Core Algebra in grade eight, ÃÛèÖÊÓƵ Middle School will compact the math curricula in Grades 6, 7, and 8 into two years.  Sixth grade students following the accelerated model will be immersed in a rigorous classroom experience. For additional information on the compacted math curricula in in Grades 6, 7, and 8, please see the attached Middle School Mathematics Curriculum document.

The complete list of our Traditional Pathway courses and Accelerated Pathway courses can be found below:

ÃÛèÖÊÓƵ School ÃÛèÖÊÓƵ

Math Pathways 6-12

Selection Process (2016-2017)

The criteria for entrance into Sixth Grade Accelerated Mathematics, as recommended by the ÃÛèÖÊÓƵ Middle School Acceleration Committee, are designed to identify high achieving and highly motivated mathematics students. The selection process uses two methods to identify students.  Students meeting either Criteria 1 or Criteria 2 will be eligible for Sixth Grade Accelerated Mathematics.

Parents of students who meet the selection criteria will be notified of their child’s opportunity to participate in Sixth Grade Accelerated Mathematics by ÃÛèÖÊÓƵ Middle School Principal Dr. LaQuita Outlaw in July 2017.  If you have any questions regarding the ÃÛèÖÊÓƵ School ÃÛèÖÊÓƵ Math Pathways, please contact Mr. Christopher Mentz, Director of Mathematics at 968-5012.

ÃÛèÖÊÓƵ Middle School

Accelerated Mathematics

Students who have demonstrated readiness for high school level mathematics in middle school will take the Common Core Algebra course in grade 8. To prepare students for high school mathematics in eighth grade, ÃÛèÖÊÓƵ Middle School has developed a sequence of compacted courses. The term “compacted” means to compress content, which requires a faster pace to complete, as opposed to skipping content. Upon successful completion of Common Core Algebra in grade 8, students will be ready for Common Core Geometry in grade 9.

1. Compacted courses will include the same Common Core State Standards as the non-compacted courses. It is recommended to compact three years of material into two years, rather than compacting two years into one. The rationale is that mathematical concepts are likely to be omitted when trying to squeeze two years of material into one. This is to be avoided, as the standards have been carefully developed to define clear learning progressions through the major mathematical domains. Moreover, the compacted courses should not sacrifice attention to the Common Core Math Standards.
    
2. Decisions to accelerate students into high school mathematics before ninth grade should be based on solid evidence of student learning. Research has shown academic discrepancies in the placement of students into accelerated classes at the middle school level. While such decisions to accelerate are almost always a joint decision between the school and the family, serious efforts must be made to consider solid evidence of student learning in order to avoid unwittingly disadvantaging the opportunities of students.

3. A menu of challenging options should be available for students after their third year of mathematics—and all students should be strongly encouraged to take mathematics in all years of high school. Traditionally, students taking high school mathematics in the eighth grade are expected to take Pre-calculus in their junior years and then Calculus in their senior years. This is a good and worthy goal, but it should not be the only option for students. Advanced courses could also include AP Statistics, IB Mathematics, or College Math. An array of challenging options will keep mathematics relevant for students, and give them a new set of tools for college and/or career readiness.

Other Ways to Accelerate Students

Just as care should be taken not to rush the decision to accelerate students, care should also be taken to provide more than one opportunity for acceleration. Some students may not have the preparation to enter an Accelerated Pathway in middle school, but may still develop an interest in taking advanced mathematics, such as AP Calculus, AP Statistics or IB Mathematics in their junior or senior year. Additional opportunities for acceleration may include allowing students to take two mathematics courses simultaneously such as AP Statistics and Pre-calculus.

Range of Complexity

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