Recommending High School Mathematics Course Sequences Whats the Difference? Lou Maynus Mathematics Coordinator WVDE Office of Instruction

Policy 2510 (Effective 2008) Core Graduation Requirements Mathematics – 4 credits for all students

Policy 2510 Professional Pathway It is the intent that students in the professional pathway will take mathematics annually, but must take at least three mathematics classes in grades The recommended course sequence, which may include college courses, AP courses or virtual school courses, for students in the professional pathway is Algebra I, Geometry, Algebra II, Trigonometry, and Pre- Calculus. The mathematics courses selected for credit must be relevant to the students concentration.

Policy 2510 Skilled Pathway It is also the intent that students in the skilled pathway will take mathematics annually, but must take at least three mathematics classes in grades The recommended course sequence in the skilled pathway is Algebra I, geometry, conceptual mathematics, college transition mathematics or Algebra II. College Transition Mathematics must be offered annually and will be counted as a mathematics credit.

Policy 2510 College Transition Course Students in the professional pathway and college bound students in the skilled pathway, who do not achieve the State assessment College readiness benchmark for mathematics, shall be required to take a college transition mathematics course during their senior year.

Policy 2510 Algebra Support Because of the extreme importance of mastery of the Algebra I content standards and objectives (CSOs), students who need additional time to master Algebra I CSOs may be identified at the local level using a data- based decision making process…. Counties selecting a scheduling option that places students who need extra time into two separate math courses may grant students up to two math credits toward graduation upon successful course completion. It is further recommended that students who are in the most need of continuous math instruction be enrolled in at least one math course each year in high school.

What is WVDE Office of Instructions recommended delivery of the Algebra CSOs for our at risk student population? These students should take Algebra I during their ninth grade year. They should participate in a heterogeneous mix of students in regular classroom instruction (Algebra I). Interventions for the at risk students include finding the time to re-teach targeted concepts or skills and providing additional practice (Algebra Support).

Coming Soon… 4 – 6 Algebra Readiness Assessments To be placed on Acuity Completion Date – tentatively March 2010.

Other Resources

So, whats the difference? CAUTION! State College Admissions letter dated June 18, 2009 We regret that you are not eligible for admission to a bachelors degree program at this time. Your high school transcript does not show that you meet HEPC state admissions recommendations…You may enroll in a two-year or associate degree program to start with…

Policy 2510 Electives Required to be Offered Algebra II Algebra III Geometry or Applied Geometry Pre-Calculus Trigonometry Conceptual Mathematics College Transition Mathematics

Policy 2510 Optional Electives Calculus Integrated Mathematics I, II, III, and IV Probability and Statistics Mathematics college courses AP Mathematics courses *Algebra Support is counted as a math credit for graduation but not accepted by colleges as a college prep math course

HEPC Recommendations ( ) Recommended Algebra I Algebra II Geometry Trigonometry Probability and Statistics Pre-Calculus Algebra III Calculus Not Recommended Conceptual Math ???? College Transition

Why is Mathematics So Important? With a partner, read the statements. Collaboratively, make a stack of the statements you believe to be accurate and a stack of those you do not think are correct. Be prepared to share your thoughts with the group.

National Math Panel Report Leading societies have commanded mathematical skills that have brought them advantages in medicine and health, in technology and commerce, in navigation and exploration, in defense and finance, and in the ability to understand past failures and to forecast future developments. Success in mathematics matters to the nation at large. It matters, too, to individual students and families, because it opens doors and creates opportunities. It is yet more fundamental to recognize that the safety of the nation and the quality of life-not just the prosperity of the nation – are at issue. No longer can we accept that a rigorous mathematics education is reserved for the few who will go on to be engineers or scientists. Mathematics may indeed be the new literacy (Scholenfeld, 1995); at the least, it is essential for any citizen who is to be prepared for the future.

Lou Maynus Office of Instruction, WVDE