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In order to loop math, both teachers would need to be certified in algebra and geometry. This could cause an issue, but we could check with staff members and possibly apply for wavers.

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This can work, but we need to do some planning before implementation. We need a plan in place for the following year. Once the 7th graders take algebra in 7th grade, what class do we offer for them in 8th grade? If we loop them, how will that impact our testing and how will curriculum be decided (which standards get covered - 7th or 8th?)?

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Comments on Notes from Consultants and Surveys #1 and #2

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Comments on Notes from Consultants and Surveys #1 and #2

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We will design a differentiated curriculum that will give these students enough choice  and opportunity so that they will be challenged individually.

In so far as enrollment is concerned, the six classes all are in the mid 20's except for seventh grade Language Arts which has 33.  (Seventh Grade is our largest class with over 130 students in it.)

Current Enrollments: Math
Sixth Grade: 28
Seventh Grade: 26
Eighth Grade: 27

Current Enrollments: LA
Sixth Grade: 23
Seventh Grade: 33
Eighth Grade: 26

As a rule of thumb, we will have between 15 and 33 seats available for high ability students in each class.  Most high ability classes in the middle school will be in the mid 20's. We will continue to hold to the philosophy that if a student wants to work hard, they can get smart.

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Comments on Suggestions from Consultants #2

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Comments on Suggestions from Consultants #2

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We will create an option for 7th and 8th grade students to be placed in mixed classes. More than likely we will have the students loop with the same teacher and will put them together as teacher teams. In practce then, there will be two sections of 7th and 8th grade high ability math and two sections of 7th and 8th grade high ability language arts.

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Comments on Notes from Consultants #1 and #2 and Suggestions from Consultants #1

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Comments on Notes from Consultants #1 and #2 and Suggestions from Consultants #1

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The Program of Instruction should consist of both advanced content and enrichment experiences.  This can be clarified when we articulate, in writing, the high ability scope and sequence and the ways in which math and language arts are differentiated in grades 6, 7, and 8.

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Students will need more than skill in performing calculations or solving equations according to a pattern. Solving more complex problems and problems that do not follow the typical pattern will allow identified students to practice their skills while also exercising their high quantitative reasoning abilities. These students are the ones that need to be prepared to study for career fields in medicine, engineering, technology, and science, if that is where their interest lies. The advanced courses they will need will require a very strong foundation in math. This is a different level of math instruction than that for which grade-level textbooks are constructed, but it is the level these students need to be prepared for success.

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“My student's math class is too easy because some of the students that are in Algebra 1 haven't even taken Pre-Algebra as one of their classes. This makes it so that the teacher has to go at a slower pace for the other students.” Another commented, “She is not experiencing enough challenge for math, and feels as she is being left to wait for others to catch up.”

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“The class sizes are way too big for honors classes. At the start of the year there were between 35-40 in the honors Algebra class and close to the same number in the honors Language Arts class. Not all in them are truly high ability. The classes either are going to get ‘watered down’ to keep everyone together, or a good number are going to get left in the dust.” Similarly, another stated, “My greatest concern is the number of students in the class. With over 30 kids in there, I'm not sure he's getting enough time to receive individual instruction.”

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A differentiated scope and sequence is needed for math. Identified high ability students in math are given the opportunity to take algebra for high school credit, but how math is differentiated for grades K-8 will need to be specifically articulated in writing.

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Does the Program of Instruction consist of both advanced content and enrichment experiences? Include learning opportunities with a continuum of differentiated curricular options, instructional approaches, and resource materials.  instruction should be focused on developing higher order thinking, using technology, collaboration, and communication skills. Students actively engaged in constructing knowledge, with the pace of instruction commensurate with the characteristics of the high ability student.

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In math, this class could consist of the top 8th grade Algebra students and the most advanced 7th grade students who are ready to take Algebra during their 7th grade year. Creating a combined 7th and 8th honors section of Algebra would allow the instructor to differentiate appropriately providing more in - depth algebra instruction with a conceptual focus and advanced problem solving. It would also serve to reduce the class size in the other advanced 7th and 8th math classes  to more manageable numbers for the teachers.  In language arts, the combined Honors class could rotate the curriculum every other year. As with math, it addresses the class size issue, and it would help to reduce the ability range in the classroom allowing for differentiation to occur more readily. Through interviews with teachers and administrators, the importance of such articulation was noted.