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I suggest looking into Modeling Instruction curriculum from Arizona State University. Have math and science teachers attend the training together. The Physical Science training focuses on proportional relationships. Our district is doing this training for the third year in a row. We have found a HUGE disconnect between math and science classes, often due to the different “language” used and differing methods of instructing the same concept. CCSS Math standards will be listed on the Next Gen standards.
We recently did some research in our district and uncovered interesting data. Every year about 1000 students are “accelerated” by being placed into the next math course, i.e. 6th graders are placed into 7th grade material, etc. The prevailing thought is that students will take calculus in 12th grade. By their senior year, only 20% of these accelerated students are actually in calculus. The majority are not even taking a math class. Also, we have found that state test scores drop the following year for 40% of the students who are accelerated, negating gains made by moving other students up to proficiency.
Are there any placement tests based on CCSS content and Math Practice expectations that can be used for these accelerated or “compacted” courses from Appendix A?
I am in need of three: for identifying mastery of fraction computation for an “Honors 6th grade”, for identifying who qualifies for the Appendix A version of 8th grade Algebra I, and who qualifies for the compacted 7/8 7th grade course from Appendix A?
Thank you!
