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Permalink Reply by Robin Rann on June 26, 2011 at 10:13am

Hi Ken,

 

At Commack Middle School (where I am currently Math Chair), I have about 40-50% of the population sitting for the Integrated Algebra Regents Exam in any given year.  The beginning of that acceleration actually happens in grade 6, when I make recommended placements for our incoming 6th graders.  I study basically 4 pieces of data to make the tentative placements- Quantitative COG scores from 5th grade, performance on the Grade 4 Math Assessment (the most recent ones available), Grade 5 math average to the point of scheduling, and a rubric score based upon the student's habits as they pertain to reading, problem-solving, working collaboratively, etc.  Once the tentative schedules go out, parents are able to question the placement and I tell them where their child fell, by percentiles, relative to the whole incoming 6th grade class.  I assure them that their child will be appropriately challenged, but indicate that with a signed letter, they are able to "self-select" their child into the accelerated course.  Also, I truly refer to these courses as "accelerated" and not "honors"...my accelerated track contains the following courses:  Pre-Algebra 6, Pre-Algebra 7, and Integrated Algebra.  The regular track contains:  Math 6, Math 7, and Math 8.  We always have 100% passing Algebra in Grade 8 and somewhere in the neighborhood of 90% mastery.  Certainly, our current procedures (and the issue of accelerating all) are worth revisiting now with the adoption of the Common Core Standards.  Hope this helps!

 

Robin Rann

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