Math Placement Policy

Grade Nine Mathematics Course Placement Policy

The policy of the Granada Hills Charter ("GHC" or the "Charter School") Board of Directors ("Board") is to place all incoming grade nine students into an appropriate mathematics course based on a fair, objective, and transparent protocol to ensure that all students have the opportunity to excel in mathematics and are properly prepared for college and their future careers. This policy also meets the Legislative intent of the Mathematics Placement Act of 2015.

Grade Nine (9) Mathematics Course Placement Process

In determining the mathematics course placement for entering grade nine students, the Charter School systematically takes multiple objective academic measures of student performance into consideration.

Initial Placement

GHC counselors make an initial mathematics course placement during enrollment based on the following objective academic measures:

  • Student transcripts;
  • Current mathematics course;
  • Eighth grade first semester grade; and
  • Existing California Assessment of Student Performance and Progress ("CAASPP") test scores.

Final Placement

During the GHC Summer Transition Academy, all incoming students complete a series of placement exams that are aligned to state-adopted content standards in mathematics to ensure proper grade nine mathematics course placement. Results from placement exams are distributed to students, parents and/or guardians, GHC counselors, and the mathematics department.

The mathematics department reviews placement exam results to determine whether students meet the placement criteria (described below) for placement into particular courses and informs the counseling office of any recommended changes to the initial placement, if necessary.

GHC counselors make a final mathematics course placement based on placement exam results, mathematics department recommendations, and the objective academic measures listed above. If a student's placement test scores do not confirm the initial placement, the counselors will contact the parents and/or guardians to recommend the proper course placement.

Placement Criteria

Algebra I: All students not enrolled in Algebra I or higher in grade eight (8) are placed into Algebra I. The curriculum is based on the California Algebra 1 content standards, which include evaluating expressions, solving equations and inequalities, and applying algebraic techniques in problem solving situations. Due to the different naming conventions for grade eight (8) math courses, GHC collaborates with feeder schools and districts to review specific curriculum and standards addressed in each course.

Geometry: To be placed into Geometry in grade nine (9), students enrolled in Algebra I in grade eight (8) must earn a final grade of "B" or higher in Algebra I and meet one of the three following criteria:

  • Score 60% or higher on UCLA MDTP Geometry readiness test
  • Score 235 or higher on NWEA MAP adaptive mathematics test
  • Meet or exceed standards on CAASPP grade eight mathematics test

Students not meeting these criteria will be placed in Algebra I and offered additional support as needed.

The Geometry curriculum is based on the California Common Core State Standards for Geometry, which include proving and applying basic theorems, computing perimeters, circumferences, areas and volumes of geometric shapes, performing basic constructions, and using trigonometric functions to solve problems.

Algebra IITo be placed into Algebra II in grade nine (9), students must have completed Algebra I, must have completed and earned a final grade of "C" or higher in Geometry, and meet one of the three following criteria:

  • 60% or higher on UCLA MDTP Algebra II readiness test
  • Score 245 or higher on NWEA MAP adaptive mathematics test
  • Meet or exceed standards on CAASPP grade eight mathematics test

Students not meeting these criteria will be placed in Geometry and offered additional support as needed.

The Algebra II curriculum is based on the California Common Core State Standards for Algebra II, which includes Modeling, Functions, Number and Quantity, Algebra, and Statistics and Probability.

Placement Checkpoint

The Charter School will provide at least one (1) placement checkpoint within the first month of the school year to ensure accurate placement and permit reevaluation of individual student progress. All mathematics teachers responsible for teaching 9th grade students will assess the mathematics placements for each 9th grade student assigned to the teacher's mathematics class. The teacher's assessment will take into consideration factors which may include, but are not limited to, the student's classroom assignments, quizzes, tests, exams, and grades, classroom participation, and any comments provided by the student, the student's parent/legal guardian, and/or the student's other teachers regarding the student's mathematics placement. Based on the assessment, the teacher will then recommend that the student remain in the current mathematics placement or be transferred to another mathematics placement, in which case the teacher shall specify the mathematics course or level recommended for the student.

Annual Examination of Data

Each year, GHCHS will examine aggregate student placement data to ensure that students who are qualified to progress in mathematics courses based on their performance on objective academic measures included in this policy are not held back in a disproportionate manner on the basis of their race, ethnicity, gender, or socioeconomic background. The results of this annual review will be reported to the governing board.

Recourse

The Charter School offers clear and timely recourse for each student and his or her parent or legal guardian who questions the student's placement, as follows:

A parent/legal guardian of any ninth (9th) grade student may submit a written request to the Charter School Executive Director, or his or her designee, that:

  • Requests information regarding how the student's mathematics placement was determined. Within five (5) days of receipt, the Charter School Director or designee shall respond in writing to the parent/legal guardian's request by providing the information, including the objective academic measures that the Charter School relied upon in determining the student's mathematics placement.
  • Requests that the student retake the placement test, in which case the Executive Director or designee will attempt to facilitate the retest within two (2) weeks.
  • Requests reconsideration of the student's mathematics placement based on objective academic measures. Within five (5) school days of receipt, the Charter School Executive Director or designee shall respond in writing to the parent/legal guardian's request.

The Executive Director or designee and the student's mathematics teacher must assess the objective academic measures provided by the parent in conjunction with the objective academic measures identified in this policy. Based on this assessment, the Executive Director or designee must determine whether the most appropriate mathematics placement for the student is the student's current placement or another placement, in which case the Executive Director shall specify the mathematics course or level recommended for the student.

The Executive Director's or designee's response must provide the determination as well as the objective academic measures that the Executive Director or designee relied upon in making that determination.

Notwithstanding the foregoing, if the Executive Director or designee requires additional time to respond to a parent/legal guardian's request, the Executive Director or designee will provide a written response indicating that additional time is needed. In no event shall the Executive Director's or designee's response time exceed one (1) month.

If, after reconsideration of the student's mathematics placement by the Executive Director or designee, the parent/legal guardian is dissatisfied with the student's mathematics placement, the parent/legal guardian may choose to sign a voluntary waiver requesting that the student be placed in another mathematics course against the professional recommendation of the Executive Director or designee, acknowledging and accepting responsibility for this placement.

Online Posting

The Charter School shall ensure that this mathematics placement policy is posted on its website.

Statutory Reference

This policy is adopted pursuant to the Mathematics Placement Act of 2015, enacted as Education Code Section 51224.7.

This policy was approved by the GHCHS Governing Board on June 20, 2016.

Grade 9 Mathematics Course Placement Policy

Mathematics Course Placement Policy - Grades 10 Through 12 

The policy of Granada Hills Charter High School (“GHCHS” or the “Charter School”) is to place students into an appropriate mathematics course based on a fair, objective, and transparent protocol to ensure that all students have the opportunity to excel in mathematics and are properly prepared for college and their future careers. 

Mathematics Course Sequences 

This placement policy and mathematics course sequences have been designed with the following core tenets:

  1. Offer students a variety of courses designed to appeal to different students’ strengths, interests, and goals 
  2. Provide all students the opportunity to reach Advanced Placement (AP) and/or International Baccalaureate (IB) courses, regardless of initial math placement 
  3. Employ multiple measures that ensure students are adequately prepared for subsequent mathematics courses, college, and careers 

Potential mathematics course sequences: 

All students must complete... 

Algebra 1* → Geometry* → Algebra 2* 

Algebra 1* → Geometry* → Algebra 2* → Pre-Calculus → AP Calculus AB 

Algebra 1* → Geometry* → Algebra 2* → Pre-Calculus → CP or AP Statistics 

Algebra 1* → Geometry* → Algebra 2* → Honors Pre-Calculus → AP Calculus BC Algebra 1* → Geometry* → Algebra 2*→ CP or AP Statistics** 

Algebra 1* → Geometry* → Algebra 2*→ CP Statistics → AP Statistics 

Algebra 1* → Geometry* → Algebra 2*→ IB Standard Level 1 → IB Standard Level 2 Algebra 1* → Geometry* → Algebra 2* → Honors Pre-Calculus → IB High Level 1 → IB High Level 2 Algebra 1* → Geometry* → Algebra 2* → Honors Pre-Calculus → IB Standard Level 1/2→ AP Calc/Stats 

*Algebra I, Geometry, and Algebra 2 are required to earn a GHCHS diploma. In the event that students complete these courses in middle school, placement into grade 9 mathematics course follows the GHCHS Grade 9 Mathematics Placement Policy. Students who take the minimum math requirements limit their post-secondary options. 

**The math department does not recommend that students go directly from Algebra 2 to AP Statistics. It has been shown that students are more successful if they first complete Pre-Calculus or Honors Pre-Calculus. 

Foundational Courses Required for Graduation 

All students at GHCHS must complete Algebra I, Geometry, and Algebra II. To proceed to the next course in this sequence, students must complete both semesters of these courses with a final grade of C or higher. 

Students who are not on pace to complete the math courses required for graduation may proceed to the next mathematics course with a grade of D or higher. For example,a student who earns a D in Geometry in grade 11

would proceed to Algebra II in grade 12. However, if students proceed with a grade of D, these courses would not be counted toward UC or CSU eligibility. Additionally, these students will be recommended to complete additional summer or intervention courses before proceeding. 

Placement into Secondary Level Courses Not Required for Graduation 

Students who complete the mathematics graduation requirements with a grade of C or higher are eligible to enroll in secondary-level mathematics classes. 

Pre-Calculus, CP Statistics, and AP Statistics do not require teacher recommendations and are available to all students who have completed the prerequisite course, Algebra 2 with a final grade of C or higher in both semesters. 

Placement into Honors Pre-Calculus requires the following: 

1) A in Algebra 2 class 

or 

2) Algebra 2 Teacher recommendation, B in Algebra 2 class and 265 or higher on Northwest Evaluation Association (NWEA) or 70% on the UCLA Mathematics Diagnostic Testing Project Analysis Readiness Exam (MDTP) 

AP Calculus AB does not require a teacher recommendation and is available to all students who have completed the prerequisite course, Pre-Calculus, with a final grade of C or higher in both semesters (recommended that students have earned a grade of B or higher in Pre-Calculus). 

AP Calculus BC does not require a teacher recommendation and is available to all students who have completed the prerequisite course, Honors Pre-Calculus or Calculus AB with a final grade of C or higher in both semesters. 

Accelerated Summer Courses 

Students in grade 9 are eligible to enroll in Accelerated Geometry in the summer before grade 10. Enrollment is based on the space available. To be enrolled in the class, students must meet the following requirements: 

1) A in grade 9 Algebra I class 

or 

2) Algebra 1 Teacher Recommendation, B in Algebra I class + 245 or higher on NWEA or 60% on the Geometry Readiness Exam (MDTP) 

Students (including students in grades 10 and 11) not meeting these requirements may be placed on a space available waitlist (with administrative approval). Without prior written administrative approval, GHCHS does not offer credit or placement for courses completed at other schools. 

Credit Recovery Options 

Students in grade 9 who do not earn a C or higher in both semesters of AlgebraI must complete both semesters of Algebra I the following year. These students are not eligible to complete AlgebraI in summer school. This is due to the foundational nature of the concepts and standards in AlgebraI. Students in grades 10 and 11 who do

not complete Algebra I with a C or higher are eligible to complete the course in summer school, based on the space available. 

Recourse 

The Charter School offers clear and timely recourse for each student and his or her parent or legal guardian who questions the student’s placement, as follows: 

a. A parent/legal guardian of any student may submit a written request to the Charter School Executive Director, or his or her designee, that: 

  1. Requests information regarding how the student’s mathematics placement was determined. Within ve (5) days of receipt, the Charter School Director or designee shall respond in writing to the parent/legal guardian’s request by providing the information, including the objective academic measures that the Charter School relied upon in determining the student’s mathematics placement. 
  2. Requests that the student retake any placement test, in which case the Executive Director or designee will attempt to facilitate the retest within two (2) weeks. 
  3. Requests reconsideration of the student’s mathematics placement based on objectiveacademic measures. Within ve (5) school days of receipt, the Charter School Executive Director or designee shall respond in writing to the parent/legal guardian’s request. The Executive Director or designee and the student’s mathematics teacher mustassess the objectiveacademic measures provided by the parent in conjunction with the objective academic measures identied in this policy. Based on this assessment, the Executive Director or designee must determine whether the most appropriate mathematics placement for the student is the student’s current placement or another placement, in which case the Executive Director shall specify the mathematics course or level recommended for the student. The Executive Director’s or designee’s response must provide the determination as wellas the objectiveacademic measures that the Executive Director or designee relied upon in making that determination. 

b. Notwithstanding the foregoing, if the Executive Director or designee requires additional time to respond to a parent/legal guardian’s request, the Executive Director or designee will providea written response indicating that additional time is needed. In no event shall the Executive Director’s or designee’s response time exceed one (1) month. 

c. If, after reconsideration of the student’s mathematics placement by the Executive Director or designee, the parent/legal guardian is dissatised with the student’s mathematics placement, the parent/legal guardian may choose to sign a voluntary waiver requesting that the student be placed in another mathematics course against the professional recommendation of the Executive Director or designee, acknowledging and accepting responsibility for this placement. 

d. This recourse does not apply to placement into courses required for graduation.

Mathematics Placement Policy for Grades 10-12