Recommending High School Mathematics Course

Sequences What’s the Difference?

Lou Maynus

Mathematics Coordinator

WVDE Office of Instruction

Policy 2510 (Effective 2008) Core Graduation Requirements

Mathematics – 4 credits for all students

Policy 2510Professional 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 9-12. 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 student’s concentration.

Policy 2510Skilled 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 9-12. 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 2510College 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 Instruction’s 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, what’s the difference?

CAUTION!

State College Admissions letter dated June 18, 2009

“We regret that you are not eligible for admission to a bachelor’s 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 (2008-2009)

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.