1. MVMMS Programmatic Shifts Providing standards based curriculum and rigorous learning opportunities to all students

2. Foundation for Shifts All students must receive instruction that meets the mandatory standards outlined in State Curriculum Frameworks in all required subjects. We must use our schedule and staffing to structure all these opportunities, while also finding the flexibility to support students to meet these standards and for those who are exceeding the standards. Advance instructional practices that are effective at differentiating instruction and student learning opportunities.

3. Technology and Engineering Classes Part of the curriculum frameworks associated with Science. We have developed 6 classes to meet these standards – 3 Tech Engineering (1 per grade) and 3 Design (1 per grade) Courses will be sequenced to build from previous experience Both courses meet the standards but through different approaches, allowing students to participate in both in any given year, or just one Engineering Design Process (EDP) – is at the base of both classes Tech. Engineering will focus on Problem Solving for EDP Design will focus on programming and computer applications to the EDP

4. Health and Phys. Ed. Must ensure all students have access to Health instruction. 8 th grade has had limited participation because of full year Global language and year long fine arts classes. 8 th Grade will have a “Wellness” Class that will combine Phys. Ed. and Health instruction Class will meet all year, 3 days out of the cycle Will essentially be 2 days in gym and 1 day in health class

5. ICE Block Changes ICE block will become known as “A Block” and will remain as the only fixed block first period of the day Intervention classes in Math, Reading, Writing will continue based on student performance on assessments. Organizational Intervention will be added as a cross team class Intervention classes are a critical part of our ability to support any student.

6. Challenge classes When students are not placed in an Intervention class, they will be enrolled in a Challenge class. Challenge classes are intended to provide a rigorous learning opportunity while supplementing our curriculum Will utilize problem solving, critical thinking and collaborative approaches in a variety of content areas. Focuses on Speaking and Listening Standards and domains of research Will all be trimester classes. Some previous Exploratory classes will be shifted to Challenge classes and increase the expectations for student participation Students identified as Gifted will be clustered together in specific sequence of Challenge classes.

7. Challenge Classes Examples of Challenge classes o 8 th Grade - Civics class for all 8 th Graders o 8 th Grade – Genetics and Forensics o 8 th Grade – Mystery genre of Literature o 7 th Grade - Botany o 7 th Grade – Gathering and Using Data for Statistics o 7 th Grade - Poets and Poetry o 6 th Grade – Principles of Physics o 6 th Grade – America in 1950’s and 60’s – Civil Rights Movement o 6 th Grade – The Geography of North America Challenge classes will require students to tackle difficult questions and problems, work collaboratively in a low stakes environment.

8. Wide use of Literature Circle Model for ELA Literature circle model allows teachers to differentiate learning opportunities for students by providing varied texts to small groups of students Use technology such as Google Apps for Ed for students to collaborate Increase the amount of student centered instruction We will be implementing independent reading expectations of all students Both changes will vastly increase the total amount of reading all students will be doing Creates a model for more effective differentiation with flexible groups so 7 th Gr. Advanced ELA will be eliminated.

9. Create Math Lab & Organize Other Support Classes A class that would be taught 3x per cycle to support grade level standards from classroom For ALL students who need additional time to learn current content being delivered. Academic Support Classes for special education students would then focus on Literacy skills from classroom Learning Strategies Classes for special education students would focus on organizational and study skills, along with transitional academic skills

10. Making Decisions About Course Sequences in Math High School Math in Middle School, Challenging all Students & Accelerated Pathways through High School

11. Our Guiding Questions What impact has the revised MA frameworks had on expectations and rigor in math classes? How do we ensure Middle School students are provided with a solid foundation in math skills so they are successful with High School level courses, such as Algebra 1 and Algebra 2? When is it appropriate to provide accelerated options for students? How do we create accelerated pathways for students who wish to pursue those options?

12. Increased Rigor of Gr. 8 and Algebra I Standards The 2011 Gr. 8 standards are of significantly higher rigor than former 2000 Gr. 8 standards o Include geometry that relates to graphing of algebra o More sophisticated study of statistics o More algebra topics than previous Gr. 8 standards Model Algebra I course builds on Gr. 8 and is more advanced than the 2000 Algebra I course o This is a HS level math course that requires a solid foundation of Gr. 8 content o In depth work with linear functions, exponential functions and relationships o Introduces quadratic relationships o Goes beyond previous HS standards in statistics

13. Assessing What Is Taught PARCC offers 2 testing options for 8th graders in math o Grade 8 Math Assessments or o Algebra I Math Assessments Students should be assessed according to the curriculum and standards they have been studying: o Most 8 th grade students, while currently taking Algebra 1 in 8 th Grade, would not be prepared to take the Algebra 1 PARCC assessments o Yet, offering the 8 th Grade Math Assessment, when most have been studying Algebra 1, does not align either.

14. New assessments Computer-based and paper-based versions of the PARCC Performance Based Assessments (PBA) and End of the Year (EOY) exams are available online by course. Grade 6 Math Grade 7 Math Grade 8 Math Algebra 1 Geometry Algebra 2 Link to PARCC sample tests http://parcc.pearson.com/practice-tests/ http://parcc.pearson.com/practice-tests/

15. What You Will Notice The new progression is more rigorous. There is a greater focus on conceptual understanding, modeling, and application. The state tests are now course based assessments. The former Algebra 1 course and the new 2011 MA Algebra 1 course cover different concepts, but the name has not changed. By the end of Algebra 2, students will have learned most of what was covered by the end of the former Pre-Calculus and additional topics, especially ones in statistics and probability. All students are required to complete Algebra 2 which means that the new progression gives all students a more enhanced math education.

16. Increased Rigor – Grade 8 Interpret the slope and y-intercept of a line in context. Compare properties of functions algebraically, graphically, numerically in tables, or by verbal descriptions. Know the formulas for the volume of cones, cylinders, and spheres and use them to solve real world problems. Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates. Explain slope using similar triangles. Solve everyday problems using linear relationships. Assess the model of a best fit line.

17. Increased Rigor – Algebra 1 Summarize categorical data for two categories in two-way frequency tables. Describe the effects of approximate error in measurement and rounding. Create and solve quadratic and exponential equations and inequalities in one variable. Interpret complicated expressions by viewing one or more of their parts as a single entity. Compare linear, quadratic, and exponential models.

18. Courses and State Exams Previous Progression CourseFormer Algebra 1Former Algebra 2Former Pre-Calculus State exam Grade 8 MCAS assesses Grade 8 math content Grade 10 MCAS assesses Algebra 1 and Geo content Grade89 or 1011 New Progression Course MA 2011 Grade 8 Math MA 2011 Algebra 1MA 2011 Algebra 2 State exam Grade 8 Math state exam assesses Grade 8 content Algebra 1 state exam assesses Algebra 1 content Algebra 2 state exam assesses Algebra 2 content Grade89 or 1011

19. Previous Progression Former Algebra 1Former Algebra 2Former Pre-Calculus Multistep Equations Systems of Equations Write Linear Equations Graph Linear Equations Find Slope Linear functions Positive Integer Exponents Operations with polynomials Factoring binomials Quadratic functions Applications of Linear Functions Systems of non-linear equations Absolute value functions Exponential Functions Quadratic equations Quadratic functions with imaginary roots Factoring polynomials Polynomial Functions Sequences and series Piecewise functions Transformation of Functions Operations with complex numbers Rational Equations and Functions Radical Equations and Functions Logarithmic Functions Inverse Functions Trig functions Trig Identities

20. New Progression MA 2011 Grade 8MA 2011 Algebra 1MA 2011 Algebra 2 Positive integer exponents Multistep Equations Systems of Equations Write Linear Equations Graph Linear Equations Find slope Linear Functions Operations with polynomials Factoring binomials Quadratic Functions Quadratic equations Exponential functions Absolute value functions Systems of non-linear equations Piece-wise functions Inverse functions Operations with complex numbers Quadratic functions with imaginary roots Polynomial Equations and Functions Sequences and series Rational Equations and Functions Radical Equations and Functions Logarithmic Functions Trig functions

21. Conclusions The new progression is more rigorous. There is a greater focus on conceptual understanding, modeling, and application. The state tests are now course based assessments. The former Algebra 1 course and the new 2011 MA Algebra 1 course cover different concepts, but the name has not changed. By the end of Algebra 2, students will have learned most of what was covered by the end of the former Pre-Calculus and additional topics, especially ones in statistics and probability. All students are required to complete Algebra 2 which means that the new progression gives all students a more enhanced math education.

22. What we currently do 8 th Grade currently has three levels of math Our current Algebra I classes do not meet the new standards Accelerated classes are offered at grade 6 and 7 for students meeting criteria o 1 class per team with similar numbers as in grade 8 ClassStudentsStructure Accelerated Algebra 127%1 class per team (3 sections total) Algebra 146%2 classes per team (6 sections total) Math 824%1 class per team (3 sections total)

23. What we need to do The vast majority of 8 th Grade students should be studying Grade 8 math all year A small number of 8 th Grade students would be able to take an Accelerated and Compacted Algebra I class in 8 th Grade A similar number of students would be able to take an Accelerated and Compacted Pathway for a Grade 7 Math class that includes content from Grade 8, thus preparing them for the Algebra 1 class in Grade 8 There would be no Accelerated class in Grade 6 making the decision point between Gr. 6 & 7

24. The Breakdown – based on data projections Grade 8 Accelerated & Compacted Gr. 7/8 math class o Small number of students meeting highly rigorous criteria o Opportunity for students to join pathway in Grade 8 who did not meet criteria at the end of Grade 6. MA DESE states “The selection and placement of students into accelerated opportunities must be done carefully in order to ensure success.” ClassStudentsStructure Accelerated & Compacted Algebra 1 appr. 6-10%1 class taught “Cross Team” Math 8appr. 90%3-4 Classes per team

25. Placement Decisions – for 8 th Gr. Algebra I MA DESE recommends that placement decisions for Algebra 1 or any compacted/accelerated classes are made based on a common assessment to be reviewed by a team of stakeholders that includes teachers and instructional leadership. Must meet Placement/Readiness Exam score and at least 2 of the other 3 criteria. o A score indicating mastery of the Readiness/Placement exam (90) o An avg. score of mastery on district wide 6 th Gr. EOY & 7 th Gr. MY (90) o Advanced score on 6 th and/or 7 th Gr. State standardized assessment o Average overall grade in current class of a 90 o Through a review team (Teacher, Principal and Dept. Head) Consideration will be given to students who meet Exam score, but miss other criteria

26. Placement Decisions for Compacted 7 th Gr. class MA DESE recommends that placement decisions for Algebra 1 or any compacted/accelerated classes are made based on a common assessment to be reviewed by a team of stakeholders that includes teachers and instructional leadership. Must meet Placement/Readiness Exam score and at least 2 of the other 3 criteria. o A score indicating mastery of the Readiness/Placement exam (90) o An avg. score of mastery on district wide 5 th Gr. EOY & 6 th Gr. MY (90) o Advanced score on 5 th and/or 6 th Gr. State standardized assessment o Average overall grade in current class of a 90 o Through a review team (Teacher, Principal and Dept. Head) Consideration will be given to students who meet Exam score, but miss other criteria

27. Compacting in the Middle School Grade 6 Grade 7 +Part of Grade 8 Part of Grade 8 + Algebra I Geometry in HS Algebra IIPrecalcCalculus Acceleration Decision Point

28. Compacted PreCalc Options in HS as a Pathway to Calculus Grade 6 math Grade 7 math Grade 8 math Algebra I Algebra II PreCalc CalculusGeometry

29. Doubling Up in HS as a Pathway to Calculus Grade 6 math Grade 7 math Grade 8 math Algebra I Algebra II PrecalcCalculus Acceleration Decision Point Geometry OR

30. Instructional Strategy & Practice Shifts Ask more open questions that allow for different approaches and a variety of responses. Create flexible groups which can be in-class or cross teams based on students’ proficiency with the current math content. Give parallel tasks that are on the same big idea, but designed to meet the needs of students at different developmental levels. Use activities that allow for self-check and extension. Provide blended learning options by creating a virtual library of lessons and use technology to track and assess student progress.

31. Instructional Strategy & Practice Shifts Implement the practice of Flexible Groups for In- Class and Cross Team work in all three grades. Students demonstrating quick mastery, will have more challenging work opportunities with other students across the grade level Use Google Apps for Ed. for collaborative work among peers Provide blended learning options for a students in grade 6 needing more accelerated curriculum opportunities. Will continue to use cross grade placements in isolated cases.

32. Considerations Moving Forward Adding a Math Teacher to the Middle School to teach the 8 th Gr. Accelerated Math classes & Math Lab support classes. It can be done with existing staff but would be best implemented with this model Utilizing E book in 8 th grade for Math with added curriculum developed in a blended format. All Math Classes will see increase in expectations and demands as we continue to work towards full implementation of newer standards and realize the impact of PARCC like performance assessments

33. Next Steps Questions and Answers tonight Return to School Committee with update on Math Curriculum changes – Late February Complete Challenge Course outlines for 15-16 Finalize first ever Program of Studies and present to School Committee – March Analyze data to make course placements decisions – March and April Begin Scheduling Process – April Finalize student schedules - July