1. Math Compaction Mitch aulakh

2. Background • Investigation of EAP Data and ongoing efforts to fully implement an integrated pathway • Combined ready and conditional rates stayed high for our summative students • How do we ensure that we continue to serve the students that are reaching for the highest level of math possible?

6. What Courses do Our Summative Students Take? 25.2%

7. Comparing Old Methods8th Grade Algebra 1 Grade 7 Pre-Algebra Grade 8* Algebra 1 (39.9% State) (37.1 % County) Grade 9 Geometry Grade 10 Algebra II Grade 11 Pre-Calc “The K-7 standards contain the prerequisites to prepare students for Algebra I by 8th grade…” pg. 84 *Data reflect CST taking rates for 2012-13

8. Comparing Old Methods7th Grade Algebra 1 Grade 7* Algebra (6.0% State) (7.6% County) Grade 8 Geometry Grade 9 Algebra II Grade 10 Pre-Calc Grade 11 Calculus AB or BC *Data reflect CST taking rates for 2012-13

9. Breaking Down New Standards

10. Integrated Math Rollout • Implement one year of integrated pathway to start students on a cohort • Mix of integrated and traditional math pathways temporarily • At what point do we begin compaction? Do we double up on classes, create accelerated tracks, look for dual enrollment opportunities, etc…? • What does the research say as far effective practices for acceleration?

11. Questions? maulakh@murrieta.k12.ca.us