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HomeMy WebLinkAboutREF-069702.3 High School Mathematics Placement and Pathways.pdf LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 1 of 16 February 26, 2024 TITLE: High School Mathematics Placement and Pathways ROUTING Deputy Superintendent of Instruction Region Superintendents Region Administrators of Instruction Region Directors Mathematics Coordinators Counseling Coordinators Principals APSCS Math Department Chairs Counselors NUMBER: REF-069702.2 ISSUER: Frances Baez, PhD Chief Academic Officer John Vladovic Executive Director Division of Instruction DATE: February 26, 2024 PURPOSE: The purpose of this reference guide is to provide information to high schools regarding the mathematics pathways and courses aligned to the California State Standards and guidelines regarding student placement in mathematics courses for 2024-2025. MAJOR CHANGES: This reference guide replaces REF-069702.1 High School Mathematics Placement and Pathways, dated April 10, 2023. The changes include alignment of the District placement guidelines to the new California (CA) Mathematics Framework for K-12 Public Schools, 2023. Other changes include updating the placement guidelines to reflect the i-Ready assessments and the addition of guidance for the use of other resources to address unfinished learning and intervention in high school mathematics classrooms. INSTRUCTIONS: I. HIGH SCHOOL MATHEMATICS COURSES AND PATHWAYS Los Angeles Unified School District (LAUSD) will follow a pathway of courses defined in the California Mathematics Framework, 2023: Algebra 1, Geometry, Algebra 2, and other higher mathematics courses. The District has organized the mathematics pathways in different ways, as recommended in the new California Mathematics Framework, 2023. Depending upon students’ post-secondary goals, students may choose different third- and fourth-year courses. All students are strongly encouraged to complete four years of mathematics in high school to meet California State University and University of California recommendations. LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 2 of 16 February 26, 2024 The California standards aligned Curriculum Maps (Instructional Guides) are available for download at https://www.lausd.org/math. According to the Los Angeles Education Research Institute (LAERI) findings in 2022, taking math in 12th grade seems to improve students’ chances of enrolling and persisting in a four-year college. Also, 11th graders who have not yet completed the math courses required for admission to public four- year colleges in California can improve their chances of being eligible for admission by taking math in 12th grade. For more information, the report is available under Related Resources. All LAUSD students must complete “A-G” courses in mathematics to graduate. This reference guide aligns with our District’s goal of increasing the percentage of students in a graduating 9th-12th grade cohort demonstrating college and career readiness with a “C” or better on “A-G” approved courses from 41.8% in 2020-2021 to 70% in 2025-2026. Also, California Senate Bill 359 (SB359, 2015) requires school districts to develop and adopt, in a regularly scheduled public meeting, a fair, objective, and transparent mathematics placement policy for pupils entering grade 9. Access to High Mathematics Courses Algebraic thinking is an essential skill for students to have access to higher math courses and succeed in Algebra. It is crucial to start developing this skill from an early age, starting from kindergarten. Young students' curiosity towards patterns serves as a natural entry point to developing algebraic thinking. As students' progress through elementary grades, they can leverage patterns to enhance their grasp of mathematics. Algebraic thinking involves recognizing and analyzing patterns, representing relationships, and analyzing changes. Developing these skills deepens understanding of math content standards across all grade levels. A strong foundation of algebraic thinking is essential for students to succeed in Algebra and have access to higher math courses. By starting early and leveraging algebraic thinking, students can develop a crucial skill and deepen their understanding of mathematics. The diagram in Attachment G outlines the key standards at each grade level that contribute to fostering students' algebraic thinking in Grades K-8 to guide instruction and foster students' algebraic thinking at every grade level. Educators can use this as a tool to set the stage for deep learning of increasingly complex concepts, leading students towards readiness for middle school algebra and higher- level mathematics. LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 3 of 16 February 26, 2024 A. High School Pathways 1. College and Career Pathway for High School Students in this pathway will take CC Algebra 1, CC Geometry AB, CC Algebra 2AB, and a recommended fourth year of mathematics (See Attachments A and B). The standards progress across the courses in a specific succession, as outlined by the California Mathematics Framework, 2023, Chapter 8: Investigating and Connecting, High School, Lines 709 – 750 (see Attachment F). The course sequences have been designed to ensure student success. CC Algebra 1 and CC Geometry AB concepts will best prepare the students for CC Algebra 2AB. When programming students in mathematics courses, schools should consider how to support students to be successful. Attachment A contains suggested course sequences available in high school. Therefore, schools must offer the courses in this order unless the school opts to offer an alternative course sequence. If schools that decide to offer an alternative course sequence, must obtain approval from the Region Administrator of Instruction. Students taking a fourth-year math course may be placed in a college-level mathematics course under California State University's new multiple measures to determine college math placement and are less likely to require suggested or mandatory support while in college. a. Transition to College Mathematics and Statistics (TCMS) The TCMS course is currently offered in 50 high schools Districtwide and available to any high school that is interested in offering the course. This course provides an additional option to 12th grade students who have completed three years of math. This is a fourth-year mathematics course that prepares students for college- level mathematics. TCMS may also be offered to juniors who have completed three years of mathematics in high school. For example, students who have taken Accelerated Algebra 1 or CC Geometry in the middle school and who have taken CC Algebra 2 and another math course before 11th grade can be enrolled in TCMS. Suggested criteria for placing students in this course: LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 4 of 16 February 26, 2024 Students who earned a mark of “C” or higher in the previous math course taken in 10th or 11th grade. Students must have passed CC Algebra 2 or its equivalent with a minimum requirement of “D” to be enrolled in TCMS. However, under the new University of California’s Board of Administrations and Relations (BOARS) decision of February 21, 2024, TCMS will not validate an CC Algebra 2 course by 2025. TCMS is not recommended for students who intend to pursue a Science, Technology, Engineering, Mathematics (STEM) field in a postsecondary educational institution. Students who want to pursue STEM field would consider taking Precalculus, Honors Advanced Mathematics, or AP Calculus instead. Honors Advanced Mathematics is an accelerated course comprising CC Algebra 2 and Precalculus and introductory calculus. See the Guidelines for Standards- Based Instruction, pages 82-95 for course descriptions at https://www.lausd.org/Page/5794. Schools Interested in Offering TCMS Professional development is required to equip teachers with the preparation and knowledge they need to teach the course as designed. The District will provide the textbook for the class. During the 2024-2025 school year, schools interested in offering the course are to contact the Administrator of High School Programs in the Division of Instruction to indicate interest by filling out Attachment C1. Only schools/teachers who have received training will have the course available to add to their master schedules in MiSiS. This course may not be offered within the special day program; however, special education staff may provide collaborative support if needed. For more information, see the Division of Instruction Mathematics website or contact the High School Mathematics Coordinator, Division of Instruction. More information regarding TCMS can be found on the mathematics website at https://www.lausd.org/math. b. Introduction to Data Science (3rd or 4th Year Math Course) For students interested in course options within the College and Career Pathway, see Attachment A. One of the course options within the College and Career Pathway includes the Introduction to Data Science (IDS) course. Under the new BOARS decision of February 21, LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 5 of 16 February 26, 2024 2024, IDS will not validate an CC Algebra 2 course by 2025. By 2025, IDS will be a recommended fourth-year of mathematics that will advance student’s knowledge and skills in mathematics. IDS could be taken as a fourth-year mathematics course for grade 12 students who have taken three years of mathematics in high school, including CC Algebra 1, CC Geometry, and CC Algebra 2 or it’s equivalent. IDS is a highly technical course that includes computer programming/coding. CC Algebra 1, CC Geometry, and CC Algebra 2AB/Financial Algebra 2AB as pre- requisite for IDS. Schools Interested in Offering Introduction to Data Science In order to offer the course, professional development is mandatory. Additionally, schools must provide a computer for classroom use for every student enrolled. There is no textbook for the class. Only schools/teachers who have received training will have the course available to add to their master schedule in MiSiS (Attachment C2). This course may not be offered within special day program; however special education staff may provide collaborative support such as co- teaching if needed. For more information, see the Division of Instruction Mathematics website or contact the Secondary Math Coordinator, Division of Instruction. More information regarding IDS can be found on the mathematics website at https://www.lausd.org/math. c. Financial Algebra Courses Financial Algebra 2AB is approved by University of California Office of the President to meet “C” mathematics courses for “A-G.” Financial Algebra 2AB provides an alternative to Algebra 2 or third – year mathematics course for high school students. According to the new CA Mathematics Framework, 2023“one example that is already offered by some districts (and is University of California A–G approved) is Financial Algebra.” In this course, students engage in mathematical modeling in the context of personal finance. For example, the concept of exponential functions is explored through the comparison of simple and compound interest; continuous compounding leads to a discussion of limits; and tax brackets shed light on the practicality of piecewise functions. In this way, the course ignites students' curiosity and ultimately their engagement. LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 6 of 16 February 26, 2024 “The scope of the course covers financial topics, such as taxes, budgeting, buying a car/house, (investing for) retirement, and credit, and develops algebra and modeling content wherever it is needed.” CA Mathematics Framework, 2023. The recommended sequence for students in this pathway is as follows: (See the scope of sequence on the math website at https://www.lausd.org/Page/11406.) Schools Interested in Offering Financial Algebra 2AB Training is required for a school to offer Financial Algebra 2AB. Financial Algebra 2AB may be taken in lieu of CC Algebra 1 and CC Algebra 2AB. Schools that are planning to offer the courses in 2024-2025 school year must submit their intent using the “Intent to Offer Financial Algebra” form (Attachment C3) to the Secondary Mathematics Program, Division of Instruction by April 26, 2023. The school must identify the teacher(s) who will teach each course. These teachers must attend Financial Algebra professional development. Only schools/teachers who have received training will be able to access the course and add it to their master schedule in MiSiS. Note: This course may not be offered within the special day program; however, special education staff may provide collaborative support such as co-teaching if needed. 2. Placement of High School Students in 2024-2025 a. Mathematics Placement for Incoming Grade 9 Students All students entering grade 9 must be enrolled in an “a-g” mathematics course with the rigor of Algebra 1 or beyond. High schools must systematically use multiple objective academic measures, e.g., class mark from previous year and other Algebra 1AB Financial Algebra 2AB Geometry Statistics and Probability or AP Statistics or TCMS LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 7 of 16 February 26, 2024 District assessment score, such as i-Ready Diagnostic Assessment when programming students in that course to identify and place additional incoming grade 9 students into an accelerated course sequence. (See options C and D on Attachment A). In addition, schools should take into consideration unfinished learning and place additional students in an accelerated course sequence and make plans to provide support when needed. b. Options for Acceleration in High Schools Students have options at the high school level to accelerate and enroll in advanced mathematics courses (i.e., Calculus). Multiple objective academic measures should be considered when identifying students who may be successful in any of the following accelerated options in high school: i. Concurrent enrollment in CC Geometry during the same year that students take Algebra I (See Option B in Attachment A). ii. Honors Advanced Math is an accelerated hybrid Algebra 2/Precalculus course that allows students who enter high school taking CC Algebra 1 in grade 9 to reach Calculus in grade twelve (See Options A, B and C in Attachment A). Attachment A shows course pathways for students in the 2024-2025 school year. For graduation requirements, please refer to Related Resources. The District progression of courses is as follows: i. Algebra 1 ii. Geometry iii. Algebra 2 iv. Higher Mathematics Course Schools on a 4X4 schedule may accelerate high school students by offering CC Geometry in the fall term and CC Algebra 2 in the spring term. Note: It is advised that students are enrolled in CC Algebra 2 for the entirety of the school year. Students enrolled in CC Algebra 2AB exclusively in the spring term of 11th grade are not exposed to the full spectrum of the standards on the Smarter Balanced Summative Assessment. LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 8 of 16 February 26, 2024 1. Current Ninth, Tenth and Eleventh Graders In alignment with graduation requirements, in order to advance to the next course in a pathway, students must earn a “D” or better in both semesters of the course. The principal or designee should contact the High School Administrator, Division of Instruction at (213) 241-5333 if the school would like to request a waiver from the above sequence. Below is a list of course programming options for students by prerequisite. Schools should review the table and course sequence charts on Attachment A to assist with student math placement and course offerings. 2023-2024 Course Titles Placement Options for 2024-2025 CC Algebra 1 CC Geometry AB Financial Algebra 2AB CC Geometry AB CC Algebra 2AB Honors Advanced Math Introduction to Data Science* Financial Algebra 2AB** CC Algebra 2AB Pre-Calculus Statistics and Probability Introduction to Data Science* AP Statistics TCMS** *In order to offer this course, schools must meet certain requirements. **Schools are required to submit the intent to offer the course and teachers must receive training. LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 9 of 16 February 26, 2024 2023-2024 Course Titles Placement Options for 2024-2025 Honors Advanced Math AP Calculus AB Statistics and Probability AP Statistics TCMS** Pre-calculus AP Calculus AB Statistics and Probability AP Statistics TCMS** Statistics and Probability AP Statistics Pre-Calculus TCMS** AP Calculus AB AP Calculus BC Discrete Math AP Calculus BC Discrete Math AP Statistics Intro to Data Science* Statistics and Probability AP Statistics Discrete Math Statistics and Probability AP Statistics AP Calculus AB AP Calculus BC * In order to offer this course, schools must meet certain requirements. ** Schools are required to submit the intent to offer the course and teachers must receive training. 2. Current Eighth Graders Class of 2028 a) Common Core CC Math 8 Students entering grade 9 who completed Math 8 in grade 8 must be enrolled in CC Algebra 1 or its equivalent in grade 9. Students who may need additional support, as determined by the school and parents, can be scheduled for an additional support class (CC Algebra 1 Tutorial Lab or C-STEM Algebra 1 for schools implementing the C-STEM program). Students who earned a mark of “F” or “D” in Math 8 should be enrolled concurrently in CC Algebra 1 Tutorial Lab. Students with disabilities receiving mathematics support through RSP may receive intervention/ support in the Learning Center using the Developing Math Skills Across Content Areas course (DEV MATH SH). See section VII for more information on mathematics tutorial lab support. LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 10 of 16 February 26, 2024 b) Accelerated CC Algebra 1 Students entering grade 9 and earning a mark of “F” or “D” in Accelerated Algebra 1 should retake CC Algebra 1. CC Algebra 1 is foundational for success in high school mathematics and a requirement graduation. Students entering grade 9 who completed Accelerated CC Algebra 1 in grade 8 and successfully meet the criteria below should be placed in CC Geometry. The criteria are: i. A passing grade of “C” or better in Accelerated Algebra 1. ii. In cases where a student earned a mark of “D” in Accelerated CC Algebra 1 (Grade 8) and scored “Standards Nearly Met” or below on Smarter Balanced Summative Assessment, the school should consider, in consultation with the parent, placing the student in CC Geometry with support. A parent must be notified if the student met the criteria (Attachment E1) and agree by signing the Acceleration Agreement (Attachment E2). Forms will be maintained by the school. c) CC Geometry and Above Student entering grade 9 who completed CC Geometry or higher, in grade 8 and successfully complete the criteria below may be placed in the next course in an appropriate sequence (see the chart of course prerequisites in Section I.B.1 above or Attachment A). It is recommended students earn a “C” or higher in the course and receive “Standard Met” or higher on the Smarter Balanced Summative Assessment in order to move forward. Counselors and parents should consider multiple measures of academic achievement when making the determination that a student is ready for the next course in the sequence. 3. Process for Parent Request for a Change in Math Placement If a parent or legal guardian would like to request a different math course for their child, he or she will put the request in writing and will be invited to speak with the counselor to discuss options for alternative math courses. The parent should be provided with appropriate information to make an informed decision based on the student’s need and available course LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 11 of 16 February 26, 2024 options. The school should honor the parent’s request with the parent confirming that they understand the implication of the requested change. Information should be provided in the home correspondence language of the parents of students. If a parent requests a different mathematics class, the school will provide a copy of Attachments A and B as well as provide verbal explanation of the course sequence. II. ASSESSMENT All Students in grade 11 will take the Smarter Balanced Summative (SBA) Assessment, which assesses standards in CC Algebra 1, CC Geometry and CC Algebra 2. For more information about the SBA visit: the California Assessment of Student Performance and Progress at http://www.caaspp.org, and the California Department of Education at http://www.cde.ca.gov/ta/tg/sa/index.asp. III. COURSE WAIVER A. Course Sequence Waiver The pathways and course sequences outlined in this memo have been specifically designed to align to the California State Standards for Mathematics and should be used in the order written. Any school that wants to create a new pathway or experimental course must work with the Division of Instruction’s Secondary Mathematics team. Please note that there are specific deadlines by which items must be completed for implementation in the upcoming school year (see BUL-3697.3 Procedures for New or Experimental Course Submission). B. Waiver of Third Year of Math for SWD Some students with an Individualized Education Program (IEP) may be eligible for a waiver from CC Algebra 2 or the third year of mathematics. According to BUL 079501.1, Graduation Requirements for the Classes of 2024-2027, IEP teams can waive CC Algebra 2 for students with disabilities, “Request to Waive Third Year of College-Preparatory Mathematics for Students with Disabilities with an IEP.” Additional information regarding the process and the replacement course can be found in the bulletin referenced, Graduation Requirements for the Classes of 2024- 2027. LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 12 of 16 February 26, 2024 IV. SUPPORT FOR STUDENTS WITH DISABILITIES Specific supports for Students with Disabilities (SWD) whose disability impacts performance in mathematics should be detailed within the student’s IEP. The recommended strategies, adaptations, and accommodations for the California State Standards for Mathematics can be found in the California Mathematics Framework for Grades Kindergarten Through Grade 12, 2023 in the chapters 2: “Teaching for Equity and Engagement”; Chapter 9: “Structuring School Experiences for Equity and Engagement”, Chapter 10: and “Appendix C: Possible Adaptations for Students with Learning Difficulties in Mathematics.” SWDs whose IEPs indicate a need for support in math, including those on the alternate curriculum, may be served: 1. in a general education math class with consultative or co- teaching support from a special education teacher, or 2. in a special day class taught by a special education teacher unless it is a higher-level math class that typically comes after a student has mastered Geometry. Students may also receive specially designed instruction in a math Learning Center class. See REF-2025, Development and Implementation of the Learning Center, for more information. Students on the alternate curriculum may participate in general education classes with modifications, as indicated in the student’s IEP. The IEP team will determine the level of the student’s participation in the math courses listed in this guide. SWD who need additional support in mathematics skills and concepts can be scheduled into either a general education math support elective course (e.g., Math Tutoring Lab) or the Learning Center course (Developing Math Skills Across Content Areas). Additional resources can be found on the Division of Special Education website page: https://www.lausd.org/Page/17141. V. SUPPORT FOR EMERGENT BILINGUALS (formerly known as ENGLISH LEARNERS) All Emergent Bilingual (EB) students should select appropriate and/or accelerated pathways in mathematics. Teachers of mathematics with EBs in their classroom should integrate the English Language Development (ELD) Standards in the instruction of content and use a variety of ELD strategies, materials, and additional resources to provide targeted differentiated instruction. The use of the proficiency level descriptors as outlined in the California ELD Standards should be LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 13 of 16 February 26, 2024 utilized to provide students with the appropriate level of support during targeted differentiated instruction. To build both content and language learning, teachers of EBs should provide students with multiple opportunities to engage in collaborative discussions with diverse partners to maximize student academic talk about mathematics. Furthermore, as we value the assets of our Emergent Bilinguals, it is appropriate for teachers to invite students to employ their entire language repertoire, including a student’s primary language, when they engage in making meaning with their peers to support the learning of content. Guidance for implementing discourse strategies and primary language support for Emergent Bilinguals in mathematics are provided in the following California Department of Education (CDE) resources for mathematics: 1. 2023 Mathematics Framework for California Public Schools: Kindergarten Through Grad Twelve, Chapter 2 “Teaching for Equity and Engagement”, Chapter 9 “Structuring Schools Experience for Equity and Engagement”, and Chapter 10 “Supporting Educators in Offering Equitable and Engaging Mathematics Instruction.” 2. 2023 Mathematics Framework for California Public Schools: Kindergarten Through Grad Twelve, “Instructional Strategies Chapter.” 3. The CA ELD Standards Augmentation for Mathematics VI. PARENT NOTIFICATION All high schools should maintain a comprehensive course of study and notify parents or legal guardians regarding the available course pathways for their students. Schools are encouraged to communicate with parents or legal guardians about the various course pathways and other courses that are available for their students to take, such as TCMS, the Introduction to Data Science, Financial Algebra 1AB, and Financial Algebra 2AB. When informing parents or legal guardians about the available pathways, provide them with Attachment A. The Accelerated Agreement letter for parents of any student enrolled in or eligible for an accelerated pathway in grades 9 and 10 (Attachment E1), must be provided to parents in August 2024 and can be downloaded from the mathematics website at http://lausd.org/math LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 14 of 16 February 26, 2024 VII. MATHEMATICS TUTORIAL LAB SUPPORT All ninth-grade students, including students with disabilities served in a special day program, who took CC Math 8 in 8th grade and received a “D” or “Fail” and did not meet standards on the CAASPP, should be concurrently enrolled in an elective mathematics class (CC Algebra 1 Tutorial Lab). Additionally, all students who took CC Algebra 1, ACC CC Algebra 1 or Highly ACC CC Algebra 1 in the 8th grade and received a “D” or “Fail” and did not meet the standards on the CAASPP assessment should be concurrently enrolled in an elective mathematics class (CC Algebra 1 Tutorial Lab). Schools may enroll additional students in support classes as needed. Schools should concurrently enroll students who may need intervention in CC Geometry in the CC Geometry Tutorial Lab. In addition, students who are enrolled in CC Algebra 2, but struggling as determined by multiple sources of data, may be concurrently enrolled in CC Algebra 2 Tutorial Lab. The CC Algebra 1 Intervention Program through Schoology can be used for the Algebra 1 Tutorial Lab course. CC Geometry Intervention and CC Algebra 2 Intervention programs are also available on Schoology for use in the CC Geometry Tutorial Lab and CC Algebra 2 Tutorial Lab respectively. For students receiving RSP support, the Learning Center (DEV MATH SH) is another course option for receiving mathematics support. Ninth-grade high school International Newcomer ELD A/B students who took CC Math 8, CC Algebra 1, ACC CC Algebra 1, or Highly ACC CC Algebra 1 in the 8th grade and received a mark of “D” or “Fail” and did not meet the standards on the CAASPP assessment should not be enrolled in a second elective mathematics class that supplants one of the two consecutive periods of high school International Newcomer of ELD A/B they are receiving. High school International Newcomer and ELD A/B is a yearlong course taught in two consecutive periods that are blocked to provide intensive English language instruction for beginning level English Learners (REF-144709, UTK-Placement, of English for Instructional Services). Considering the variety of school schedules within each region, each school must find alternative ways to provide Mathematics Tutorial support to students who require it. VIII. MATHEMATICS COURSE OFFERING IN 4X4 SCHOOLS 1) It is highly recommended that CC Algebra 1 (310341/42) and CC Algebra 2 AB (310343/44) span the fall and spring terms. As Algebra is a gateway to higher mathematics courses, students should be programmed in CC Algebra 1 or CC LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 15 of 16 February 26, 2024 Algebra 2 for the full school year. A situation where students take CC Algebra 1 in one semester is found to place some students at a disadvantage. Students benefit from instruction in CC Algebra 1 and CC Algebra 2 standards throughout the entire year. Therefore, it is recommended that schools on a 4x4 schedule pair CC Algebra 1 with CC Algebra 1 Tutorial Lab and CC Algebra 2 with CC Algebra 2 Tutorial Lab and alternate between the two courses (CC Algebra 1 and CC Algebra 1 Tutorial Lab or CC Algebra 2 and CC Algebra 2 Tutorial Lab) each mester. Students enrolled in CC Algebra 2AB in grade 11 in fall term exclusively are not exposed to the full spectrum of the standards on the Smarter Balanced Summative Assessment. Students should also be given the exposure to these standards during the spring term in preparation for SBA. RELATED RESOURCES: BUL-079501.2 Graduation Requirements for the Classes of 2024 -2027, dated August 14, 2023 BUL-3697.3, Procedures for New or Experimental Course Submission, dated December 8, 2014 MEM-6812.3, Middle School Mathematics Placement and Pathways REF-2025.3, Development and Implementation of the Learning Center at Secondary SB-359 California Mathematics Placement Act of 2015 REF- 144709, UTK-Placement of English Learners for Instructional Services Secondary Mathematics, Los Angeles Unified https://www.lausd.org/math Division of Special Education https://www.lausd.org/Page/17141 LAERI (2022) “Twelfth Grade Math and College Access Report” L.A. Unified Mathematics Curriculum Map. Online video module on the curriculum maps is available at http://www.lausd.net/cdg/ccss/secondary/story.html L.A. Unified Guidelines for Standards-Based Instruction L.A. Unified Math Website https://achieve.lausd.net/Page/5773 LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE REF-069702.2 Division of Instruction Page 16 of 16 February 26, 2024 California Mathematics Framework (2023) https://www.cde.ca.gov/ci/ma/cf/ California Mathematics Framework Appendix A (2023), Chapter 8. https://www.cde.ca.gov/ci/ma/cf/ Common Core State Standards Initiative (CCSSI). (2010). Mathematics Appendix A. https://learning.ccsso.org/wp- content/uploads/2022/11/Math_Standards1.pdf CA ELD Standards Augmentation for Mathematics https://www.cde.ca.gov/sp/el/er/documents/fnl1516agmnteldstndab899.doc Resolution to Create Educational Equity in Los Angeles Through the Implementation of the A-G Course Sequence as Part of the High School Graduation Requirements, June 14, 2025. (A-G Resolution) https://dnnlt3f.pcifmhosting.com/fmi/webd/RESOLUTIONS Los Angeles Unified School District Strategic Plan https://sites.google.com/lausd.net/lausdstrategicplan/home?pli=1 ATTACHMENTS: University of California BOARS: Statement on Mathematics (Area C) Admission Requirements, February 21, 2024 Attachment A: High School Mathematics Pathway Options and Descriptions Attachment B: High School Course Codes for 2024-2025 Attachment C-1: Intent to Offer TCMS in 2024-2025 Attachment C-2: Intent to Offer Introduction to Data Science in 2024-2025 Attachment C-3: Intent to Offer Financial Algebra in 2024-2025 Attachment D: LAUSD Strategic Plan, Numeracy and Postsecondary Goals Attachment E-1: High School Accelerated Option Parent Letter Attachment E-2: Acceleration Opportunities in High School Attachment F: High School Pathways to STEM and Non-STEM Careers Attachment G: Grades K-8 Progression of Algebraic Thinking ASSISTANCE: For assistance or further information please contact the Administrator, Secondary Instruction, or the Coordinator, Secondary Mathematics, Division of Instruction at (213) 241-6444, or by email at SecondaryMath@lausd.net.