October 1, 2009

Dear Parents:

The purpose of this letter is to acquaint you with the instruments used in math placement from grade seven to grade eight and to provide you with the ranges we use as guidelines. Math placement is not something that happens at the end of the year.  Rather, it is an ongoing process with specific milestones throughout the year.  The math department also feels it is important to include a general description of a student in each course.  These characteristics are:

Directed: Pre-algebra
Students can follow a model given concrete examples and experiences.  They demonstrate proficiency with previous topics after considerable review.  The course provides explicit instruction in reading the text and in how to use resources.  Extensive class time is spent processing homework.  The focus is on extensive practice and activities which extend and refine concepts.

Guided: Algebra
Students can follow a model and can reach an abstract level of understanding with guidance.  They can assimilate and reproduce ideas in variations of problem solving situations already experienced.  Students demonstrate consistent facility with computational skills.  The course provides students with background information so that they are able to read the text with understanding.  Moderate class time is spent processing homework.  Students are regularly asked to apply concepts to new situations.  A test/quiz average of 70 or better must be maintained.

Independent: Algebra
Students readily grasp new concepts and relate those concepts to other situations.  Possessing excellent computational skills, they have insights into complex relationships and see patterns beyond expectations.  They demonstrate enthusiasm for the subject and are comfortable with an increasing level of abstraction and difficulty.  Students are regularly asked to read sections of the text to preview the next class.  A minimal amount of class time is spent processing homework.  Students are often asked to apply concepts to novel situations in both class exercises and in assessments.  A test/quiz average of 80 or better must be maintained.

We use five formal instruments in determining placement. They are listed in order of importance.

Iowa Algebra Prognosis Test: weighted twice as much as the others which are weighted equally
The Iowa Algebra Prognosis Test is a 63 question multiple choice test which assesses algebra readiness skills.  Calculators are not allowed.  The four part test takes about 40 minutes and is given in late March.

Test Average
The test averages for each term are considered as well as the overall test average.   Calculators are allowed on most tests.

Midyear Exam
Given in February, this test covers whatever the student’s class has studied in the first semester.

Continental Mathematics League Contests (CML)
These contests are given monthly from November through March.  Each consists of six non-routine problems which are to be solved in 25 minutes without the aid of a calculator, ruler, protractor or graph paper.  Students may use any method they like and are required only to give an answer.

American Mathematics Competition (AMC8)
This 25 question multiple choice test is given in November during a 40 minute class period.  Calculators are allowed.  The items cover computation, geometry, interpreting graphs and problem solving.

The chart below provides the benchmarks used to place students in the eighth grade.  Since no placement instrument is perfect, there are some overlaps in the ranges to allow teachers some flexibility for individual differences and special circumstances.

*Ranges for test average and midyear are based on the student’s current placement.
                                           
                                                                  

We hope that having this information in the fall helps parents and students set appropriate goals.  To further insure this, we would like to invite all CMS parents the Math Placement meeting to answer any questions you may have regarding math placement.  If possible, forward your questions to either office so that we may best address the needs of the group.

Respectfully,

Meg McCann                                    Lynne Beattie
math dept chair                                    principal