TITLE:
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MEMORANDUM
NUMBER:
ISSUER:
DATE:
Middle and High School Math Courses and
Pathways
MEM-6458.0
Ruth Pérez, Deputy Superintendent
Office of Curriculum, Instruction, and School
Support
Gerardo Loera, Chief Academic Officer
Office of Curriculum, Instruction, and School
Support
January 21, 2015
ROUTING
All Offices
ESC Instructional
Superintendents
ESC Instructional Directors
ESC Secondary Mathematics
Coordinators
ESC Counselor Coordinators
Principals
ESC Secondary
Mathematics Coordinators
Mathematics Department
Chairs
ESC Counseling
Coordinators
APSCS/Counselors
SLC Leads
PURPOSE : The purpose of this Memorandum is to provide guidance to schools regarding the math pathways and courses aligned to the Common Core State Standards. This
Memo also provides guidelines for student placement in mathematics courses and acceleration points for moving some students through the standards at an accelerated pace.
This is a new Memorandum MAJOR
CHANGES:
BACKGROUND: In 2010, the California Board of Education adopted the California Common Core
State Standards: Mathematics (CA CCSSM). These standards will be fully implemented and assessed in the 2014-2015 school year. In the spring of 2015, students in grades 3-8 and 11 will be expected to show proficiency in the Common
Core Standards as assessed by the Smarter Balanced Assessment.
The California Common Core State Standards: Mathematics (CA CCSSM) has shifted primary concepts and skills, and their focus in all secondary math courses.
Under the CCSSM, additional rigor is introduced in earlier grade levels by including skills and concepts that were formerly included at higher grade levels. Careful evaluation of students’ prior achievement in mathematics assessments and courses must be used in determining middle school and high school mathematics course placement.
This Memo provides guidelines to schools regarding student placement in mathematics courses.
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INSTRUCTIONS: I.
Middle School Placement
Middle school courses have been realigned to reflect California Common Core
State Standards: Mathematics (CA CCSSM). The middle school course titles are:
Common Core (CC) Math 6, Common Core (CC) Math 7, and Common Core
(CC) Math 8. These courses follow a focus and coherent progression that builds from one year to the next.
A.
Middle School Pathways
Every students entering 6 th grade must be enrolled in CC Math 6. The end of grade 6 is the first point at which a decision can be made to accelerate students. Different data points will be reviewed to make such decision. a.
Traditional Pathway for Middle School:
Students on the traditional pathway will be enrolled in CC Math 6,
CC Math 7 and CC Math 8 (See Attachment A). b.
Accelerated Pathway for Middle School:
The accelerated pathway is for students who show mastery of the grade-level standards. According to the Common Core State Standards
Initiative:
“Decisions to accelerate students into higher mathematics before ninth grade must require solid evidence of mastery of prerequisite CCSSM.
Compacted [accelerated] courses should include the same Common
Core State Standards as the non-compacted courses.” (Common Core
State Standards Initiative, Appendix A 2010).
Students will have opportunities to accelerate in middle and high school. In the recommended accelerated pathway 3 years of math are combined into two math courses: Accelerated CC Math 7 and
Accelerated CC Algebra 1. Standards are not cut or skipped but compressed requiring students to learn at a faster pace. At the end of
6 th
grade, students who are identified for the Accelerated Pathway will take Accelerated CC Math 7 and Accelerated CC Algebra 1 respectively.
The chart below demonstrates how the math standards of CC Math 7,
CC Math 8, and CC Algebra 1 have been compressed into Accelerated
Math 7 and Accelerated Algebra 1.
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Note: Schools will offer the proper placement for advanced students who follow alternate pathways.
1.
Placement Guidelines for incoming 7 th
graders: Careful consideration of multiple data points is needed to make a decision about students’ placement in mathematics courses.
Students entering grade 7 shall be placed in Common Core (CC)
Math 7.
Students who show a solid understanding on mathematics concepts, fluency in procedural skills and ability to apply mathematics concepts may be considered for the accelerated pathway. The criteria for placing students into the Accelerated
CC Math 7 course are as follows:

Proficient on the Mathematics Placement Assessments and earned a grade of “A” or “B” in their Math 6 course.

Students who completed Math 6 at an elementary school who scored Proficient on the Mathematics Placement
Assessment and earned a grade of 4.
Schools should consider the above factors as well as student readiness for an accelerated pathway where 3 years of mathematics are taught in two years’ time.
2.
Placement Guidelines for incoming for 8 th
graders:
Students entering grade 8 shall be placed in Common Core (CC)
Math 8.
Students entering grade 8 who completed Accelerated CC Math 7 in grade 7 and successfully meet the criteria below shall be placed in Accelerated CC Algebra 1
Students entering grade 8 who completed Accelerated CC Math 7 in grade 7 and earned an “A” or “B” in Accelerated CC Math 7 may be placed in the Accelerated pathway (Accelerated CC
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Algebra 1) with the following conditions:

Student is scheduled into a supplemental (second) math course a (CC Algebra 1 Tutorial Lab - 312613/312614).

Parent is notified and agrees by signing an agreement form
(Attachment B1 and B2).
All other students who completed Accelerated Math 7 in grade 7 and who did not meet the above criteria will be placed in CC
Math 8. Students will have multiple opportunities in high school to accelerate. c.
Alternative Accelerated Pathway:
1.
Identification and Placement in Alternative Accelerated
Mathematics Pathway
Accordingly, the California Department of Education
Acceleration document asserts that the decisions to accelerate students into the Common Core State Standards for higher mathematics before ninth grade should not be rushed.
Prematurely, placing students into an accelerated course sequence option too early must be avoided. Likewise, it is not recommended to compact the standards before grade seven to ensure that students are developmentally ready for accelerated content. On page 81 in the appendix document of the Common
Core State Standards for Mathematics the following is stated,
“Placing students into tracks too early should be avoided at all costs. It is not recommended to compact the standards before grade seven.” http://www.corestandards.org/assets/CCSSI_Mathematics_Appen dix_A.pdf
A decision to accelerate students into higher mathematics before ninth grade must require solid evidence of mastery of the CA
CCSSM prerequisites. “Mathematics is by nature hierarchical.
Every step is a preparation for the next one. Learning it properly requires thorough grounding at each step and skimming over any topics will only weaken one’s ability to tackle more complex material down the road” (Wu, 2012). Serious effort must be made to consider solid evidence of a student’s conceptual understanding, knowledge of procedural skills, fluency, and ability to apply mathematics before moving a student into an accelerated course sequence option. Teachers, counselors and principals must use multiple measures of academic achievement
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MEMORANDUM to make the determination that a student is ready for Alternative
Accelerated Pathways.
2.
Alternative Accelerated Pathway for High Mathematics
Achievers in Middle School Highest Math Achieving Middle
School Students
The Alternate Accelerated Pathway option outlined in this memo compacts five years of CA CCSSM into three years for the highest achieving students, which is estimated at less than onehalf of one percent of all fifth grade students in the District. Two years of math are compressed into Alternative Accelerated
Common Core Math 6/7. Similarly, two years of math are compressed into Alternative Accelerated Common Core Math8/
Algebra 1. Common Core Geometry may then be taken in grade
8.

6th grade: Alternative Accelerated CC Math 6/7
(310113/14) (compacts 6th and 7th grade CA CCSSM)

7th grade: Alternative Accelerated CC Math8/Algebra 1
(310119/20) (compacts 8th grade and Algebra 1 CA
CCSSM)

8th grade: CC Geometry (Geometry CA CCSSM)
(310423/24)
3.
Placement Guidelines for incoming 6th graders
Grade 5 students transitioning to grade 6 and meeting specific requirements for acceleration should refer to Attachment C. The
District recognizes that there may be a few students who are highly gifted, and a special program should be designed for these students at the schools that choose to offer such a program. Both the school and the students should meet all the requirements in
Attachment C. To ensure that a proper and adequate program is designed for these students, it is important to base the decision on a wide range of data including; school, parent, and student components. The school must apply for a waiver, and for consideration to offer such a program. Before waiver application is submitted for approval, the school must meet all criteria listed on both school site and parent components. Below are the steps that each middle or span school, parent, and student must take in order to ensure success in offering this Alternative Accelerated
Pathway:
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Step 1 : Middle and span school representatives must attend an informational meeting at the ESC to gain understanding of the expectations of all pathways offered to students.
Step 2 : Schools will provide a parent education meeting to share pathway components.
Step 3 : Parents sign Alternative Accelerated Agreement
(Attachment B-2).
Step 4 : Students must have a score of 4 in mathematics on all report cards for grades 4 and 5.
Step 5 : Once all of the above criteria is met, a student will be eligible to take the 6 th grade placement examination. Students must earn a score of proficient to enter the Alternative
Accelerated Pathway. If a student has not met the above criteria, parents can elect to have student take the 6 th grade placement examination. Students must receive a score of proficient to be enrolled in the Alternative Accelerated Pathway.
4.
Continuing the Alternative Accelerated Pathway
Students who were placed in an Alternative Accelerated Pathway who earned an “A” or “B” in the Alternative Accelerated Pathway course would continue on that course sequence as determined by the school. All other students who completed the Alternative
Accelerated path in grade 6 and who did not meet the above criteria will be placed in Accelerated CC Math 7. All other students who completed the Alternative Accelerated path in grade
7 and who did not meet the above criteria will be placed in CC
Math 8 or Accelerated CC Algebra 1 as determined by the school.
II. High School Courses
LAUSD will be following the traditional pathway of courses: Common Core
(CC) Algebra 1, Common Core (CC) Geometry, and Common Core (CC)
Algebra 2.
A.
Course Pathways for High School:
All high school mathematics courses have been revised to align to reflect
California Common Core State Standards: Mathematics (CA CCSSM).
Courses have new course codes and titles. It is critical that schools use the new course titles and codes so students receive credit for the correct course.
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MEMORANDUM a.
Traditional Pathway for High School
Students in this pathway will take CC Algebra 1, CC Geometry, CC
Algebra 2, and a 4 th
year of mathematics (See Attachment D). It is recommended that the courses are offered in this sequence.
The sequence of courses have been designed to ensure student success. CC Algebra 1 and CC Geometry concepts will best prepare the students for CC Algebra 2. The Mathematics Framework describes the work done in previous grades that will best prepare students for CC Algebra 2, such as: conic sections and trigonometry.
It includes the study of functions in CC Algebra 1, proving theorems using the coordinate planes, circles, and triangles in Geometry and
Statistics and Probability concepts throughout both courses.
Attachment D - provides some of the course taking sequences available in high school. b.
Alternative Pathway For High School
Students interested in Alternative to Traditional Pathway, see
Attachment D. c.
Accelerated Pathway for High School
Students will have opportunities at the high school level to accelerate and enroll in higher math courses. Multiple data points should be considered when identifying students who can be successful in the accelerated pathways. This is not an exhaustive list of sequence options to accelerate at the high school level.
Option 1: Includes a double block of mathematics in 9 th grade.
Students would take CC Algebra 1 and CC Geometry concurrently.
Option 2: Students may accelerate after CC Geometry. Honors
Advanced Math is an accelerated course that combines CC Algebra 2, precaculus, and introductory standards. Students must earn a grade of
“A” or “B” in both CC Algebra 1 and CC Geometry to qualify to enroll in this course. If successful in this course, students can move on to AP Calculus AB.
B.
Placement of High School Students for 2015-2016
Attachment E has the recommended course placement for students in the
2015-2016 school year.
1.
Students Currently in Grade 11 (Graduating Class of 2016)
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Per CDE guidelines and board policy, the class of 2015 needs to successfully complete at least two math courses for graduation.
2.
Students Currently in Grade 10 (Graduating Class of 2017)
The class of 2016 must meet A-G graduation requirements including passing three A-G math courses (or their equivalent through A-G validation) with a grade of “D” or better to successfully complete graduation requirements. Also, students in 11 th
grade in the 2014-2015 school year will be the first group to take the SMARTER Balanced
Assessment . Students who complete Geometry will continue to CC
Algebra 2 under the CA CCSSM.
3.
Students currently in Grade 9 (Graduating Class of 2018)
The class of 2017 must meet the A-G graduation requirements with a grade “C” or better for graduation. These students will take the
SMARTER Balanced Assessment in Spring of 2017.
4.
Students currently in Grade 8 (Graduating class of 2019)
Students must pass their courses with a grade of “C” or better to earn A-
G credit. They will have had the opportunity to take three years of
Common Core courses before they take the assessment in the 11 th grade.
The traditional sequence for these students in 9 th
grade will be CC
Algebra 1. a) Placement Guidelines
Students entering grade 9 who completed Accelerated CC Algebra 1 in grade 8 and successfully meet the criteria below shall be placed in
Common Core (CC) Geometry and will receive high school credit for Algebra 1.

Scored Proficient or Basic in the Algebra 1 Summative
Assessment and earn a grade of “A” or “B” in Algebra 1 shall be enrolled in CC Geometry in grade 9.


Scored Proficient in the Algebra 1 Summative Assessment and earned a “C” in Algebra 1 shall be enrolled in CC Geometry in grade 9.
The above students will receive 10 high school credits in mathematics.
Students entering grade 9 who completed Accelerated CC
Algebra 1 in grade 8 and scored Below Basic yet received an
“A” in Accelerated CC Algebra 1 may be placed in CC
Geometry with the following conditions:

Student is scheduled into a supplemental/(second) math course
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(CC Algebra 1 Tutorial)

Parent is notified and agrees

Student does not receive high school credit
All other students who completed Accelerated CC Algebra 1 in grade 8 and who did not meet the above criteria will be placed in CC Algebra 1.
III. Assessments
In spring of the 2014-2015 school year, all students in grades 6 through 8 and grade 11 will be taking the Smarter Balanced Assessments for mathematics. All students in 11 th
grade will be assessed in mathematics ONLY at the 11th grade on all the standards that they have studied in Grade 9, 10, and 11.
Important: Students in accelerated courses will take the assessment for their grade level. An 8 th
grade student in an Accelerated CC Algebra 1 learning Math
8 and Accelerated CC Algebra 1 standards will take the grade 8 Smarter
Balanced Assessment.
For more information about the SMARTER Balanced Assessments visit:
SMARTER Balanced Assessment Consortium at, CA Department of Education at http://www.cde.ca.gov/ta/tg/sa/index.asp
, or LAUSD Smarter Balanced page at http://notebook.lausd.net/portal/page?_pageid=33,137146&_dad=ptl&_schema=
PTL_EP .
IV. Support for Students With Disabilities (SWD)
Specific supports for students with disabilities whose disability impacts performance in math should be detailed within the student’s Individualized
Education Program (IEP). The recommended strategies, adaptations, and accommodations for the California Common Core State Standards for
Mathematics (CA CCSSM) can be found in the California Mathematics
Framework for Grades Kindergarten Through Grade 12 in the chapter
“Universal Access” and in “Appendix C: Possible Adaptations for Students with Learning Difficulties in Mathematics.” Additional recommended supports can be found on the Division of Special Education website page on math instruction: http://sped.lausd.net/instruction/early-math-intervention .
SWD in the resource specialist program (RSP) who need additional support in
Common Core math skills and concepts can be scheduled into either a general education math support elective course (e.g., Math Tutoring Lab) or the
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RELATED
RESOURCES:
Learning Center course (Developing Math Skills Across Content Areas). The
Learning Center course descriptions can be accessed on the Division website: http://sped.lausd.net/instruction/learning-centers-and-resource-specialistprogram . Students in the special day program (SDP) should receive their support in the special education math course; no additional support course for math should be necessary for students in SDP.
V.
Parent Notification and Agreement
Schools must notify middle school and high school parents of the changes in the math pathways for their student. Schools should use Attachment B1 to notify middle and high school parents of the new math sequence. Parents of all 6-8 th grade students who identified for the accelerated pathway should receive a notification and the Acceleration Agreement.
ASSISTANCE:
LAUSD Mathematics Curriculum Map
LAUSD Guidelines for Standards-Based Instruction
LAUSD Math Website http://achieve.lausd.net/math
California Mathematics Framework, November 2013. http://www.cde.ca.gov./be/cc/cd/draftmathfwchapters.asp
Common Core State Standards Initiative (CCSSI). (2010). Mathematics Appendix A. http://www.corestandards.org/assets/CCSSSI_Mathematics_Appendix A.pdf
(Accessed April 8, 2013).
For assistance or further information , please contact Philip Ogbuehi or Laura
Cervantes, at the Mathematics Branch of the Office of Curriculum, Instruction, and
School Support at (213) 241-6444, or by email at philip.ogbuehi@lausd.net
, lcervant@lausd.net
.
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ATTACHMENT A
Course Codes for 2014/2015
Grade Level
Grade 6
Grade 7
Grade 7
Grade 8
Common Core Math Courses
CC Math 6 AB
CC Math 7 AB
Accelerated CC Math 7 AB
CC Math 8 AB
Grade 8
High School
High School
High School
High School
High School
Accelerated CC Algebra 1
CC Algebra 1 (Year-long)
CC Geometry AB
CC Algebra 2 AB
Honors Advanced Math AB
Pre-Calculus AB
Alternative Accelerated Courses
Grade 6
Grade 7
ALT ACC CC MATH 6/7A
ALT ACC CC MATH 8/AL
Course Number
310111/12
310115/16
310117/18
310337/38
310339/40
310341/42
310423/24
310343/44
310509/10
310711/12
310113
310119
Intervention Courses
Grade Level Common Core Intervention Math Courses Course Number
Grade 6 MATH TUT LAB A -GR6
Grade 7 MATH TUT LAB A -GR7
Grade 8 CC MATH 8 TUT LAB A
High School CC ALG 1 TUT LAB A
High School CC ALG 2 TUT LAB A
High School CC GEOM TUT LAB A
310221
310221
312611
312613
312617
312615
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YOUR SCHOOL LETTERHEAD ATTACHMENT B1
February 1, 2015
Dear Parent,
The purpose of this letter is to inform you of math course sequences for middle school math courses. As the Los Angeles Unified School District has transitioned from the 1997 California Mathematics
Standards to the Common Core State Standards in Mathematics there have been many changes in courses and course placement. It is important to know that successful completion of any of the mathematics pathways ensures that students are prepared to graduate from high school both college prepared and career ready in their required mathematics course work.
Regular Mathematics Pathway
Starting with the 2014-2015 school year, most students will take Common Core (CC) Math 6, Common
Core Math 7, Common Core Math 8, Common Core Algebra 1, Common Core Geometry, and Common
Core Algebra 2. Students who successfully complete CC Algebra 2 can be enrolled in higher mathematics courses such as Pre-Calculus, Statistics, etc. Please note that the 1997 California Algebra
1, Geometry, and Algebra 2 courses no longer exist.
The Regular Mathematics Pathway for grades 6-12 is shown below.
Grade Level Grade 6
Regular CC Math 6
Pathway
Grade 7
CC Math 7
Grade 8
CC Math 8
Grade 9 Grade 10 Grade 11 Grade 12
CC Algebra 1 CC Geometry CC Algebra 2 4 th Math
Course
Accelerated Mathematics Pathways
Students who demonstrate advanced skill in mathematics may be eligible for placement into an
Accelerated Mathematics Pathway beginning in grade 7, or into an Alternative Accelerated Mathematics
Pathway beginning in grade 6.
Parents with students enrolled in or eligible for the Accelerated or the
Alternative Accelerated pathways in mathematics should continue reading the pages that follow.
More Information about Mathematics Placement
More information will be coming to you during the Back-to-School night and from the parent and community center to provide you a complete picture of what your student needs to do in order to be college and career ready. Direct, continued and frequent contact and engagement with your student’s teachers and school are the most effective ways to understand what your student is expected to learn and how well he or she is succeeding in that learning.
Sincerely,
Accelerated Pathway and Alternative Accelerated Pathway
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This section is for parents with students enrolled in or eligible for the Accelerated or the Alternative
Accelerated pathways. Parents with students enrolled in the Regular Mathematics Pathway may skip this section.
Students who demonstrate advanced skill in mathematics may be eligible for placement into an
Accelerated Mathematics Pathway beginning in grade 7, or into an Alternative Accelerated Mathematics
Pathway beginning in grade 6. Both of these pathways aim to advance math students who exhibit mathematics conceptual understanding, knowledge of procedural skills, fluency, ability to apply mathematics and who also demonstrate academic work effort in school and at home.
Parents of students enrolled into the Accelerated or Alternative Accelerated Mathematics Pathways are required to submit the attached Acceleration Agreement acknowledging the conditions for placement into an Accelerated Program
Accelerated Mathematics Pathway . In an accelerated pathway three years of math are combined into two math courses: Accelerated CC Math 7 and Accelerated CC Algebra 1. Standards are not cut or skipped but are “compacted” requiring students to learn at a faster pace. Recommendation for placement into the Accelerated Mathematics Pathway is based on a student’s Grade 6 Summative Assessment scores used in combination with his/her previous marks in mathematics, Smarter Balanced Assessment scores, and teacher recommendation.
The Alternative Accelerated Mathematics Pathway beginning in grade 6 is intended for the highest achieving students in mathematics. Placement into the Alternative Mathematics Pathway is based on a student’s previous grade 4 and grade 5 marks in mathematics, the results of a mathematics placement assessment administered upon parent request for student placement into the Alternative Accelerated sequence, and on teacher and administrator recommendation.
Students are placed into the Alternative Accelerated Pathway only upon parent request and upon meeting the placement criteria. The Alternative Accelerated Mathematics Pathway is a highly specialized program, and not all schools offer this pathway. Parents should contact their student’s school to determine if the pathway is offered.
The Accelerated Mathematics Pathway and the Alternative Accelerated Mathematics Pathway from grade 6 to grade 12 are shown below.
Grade Level Grade 6
Accelerated Math 6
Pathway
Alternative
Accelerated
Pathway
Alternative
Accelerated math 6/7
Grade 7
Accelerated
Math 7
Alternative
Math
8/Algebra 1
Grade 8
Accelerated
CC Algebra 1
Grade 9 Grade 10 Grade 11
CC Geometry CC Algebra 2 Precalculus
CC Geometry CC Algebra 2 Precalculus
Grade 12
AP Calculus
AP Calculus 4 th Math
Course
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Continued Success and Enrollment in an Accelerated Pathway
Students in the accelerated pathways must demonstrate success at the end of each school year in order to continue in that pathway.
Compacted accelerated courses are extremely rigorous, and students must also demonstrate continued academic success in these courses throughout the school year as a condition for enrollment in the accelerated or alternative accelerated sequence. If a student earns less than a “B” in the semester course, the child’s placement will be altered.
Please review the attached Acceleration Agreement in Mathematics form.
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ATTACHMENT B2

I have read the attached letter indicating that my student will be in the Accelerated
Mathematics Program for the 2015-2016 school year. I understand that my student has to maintain a B or better in this class.
 In the event, that my student is NOT progressing in this class, there will be a parent-teacher meeting set up on a pre-agreed date to discuss why there is a lack in progress and develop a mutual action plan of for intervention

If at the end of the quarter, the student has NOT earned a B or better in accelerated mathematics course, he or she will be put in the regular class for that grade level. An
Alternative Accelerated Math 6 student will be placed in Math 6 (Honors). Similarly, an
Accelerated Math 7 student will be placed in Math 7 or Math 7 (Honors) and an Accelerated
Common Core Algebra 1 student will be placed in Math 8 or Math 8 (Honors). An
Alternative Accelerated CC Algebra 1 student will be placed in Math 8 (Honors).

I have read the attached letter and understand the criteria for the accelerated mathematics program being offered. Please check all the boxes below:
○
I understand the purpose for acceleration
○
I understand that my student needs to maintain a “B” or better in this class
○
If my student does not earn a B or better, there will be an initial parent conference to develop an action plan
○
If the student does not progress after they will be put in the regular or honor mathematics class for that grade level
Name of Student: Math Class:
Name of Parent/Guardian:
Phone Number:
Email Address:
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ATTACHMENT E
Successfully Completed Courses in 2014-2015
Class of 2016
Note: Must pass math courses with a “D” or better.
Placement Recommendations for 2015-2016 Course in 2014-15
CC Algebra 1
CC Geometry
Geometry ( Completed CC Algebra 1 and 2)
CC Algebra 2
CC Geometry
CC Algebra 2
Higher Level Math Course
Higher Level Math Course
CC Algebra 2 (Completed Algebra 1 only)
Course in 2014-15
CC Geometry
Class of 2017
Note: Must pass “A-G” courses with a “D” or better.
Placement Recommendations for 2015-2016
CC Algebra 1 CC Geometry
CC Geometry CC Algebra 2 with Support
CC Geometry ( Completed CC Algebra 1 and 2) Higher Level Math Course
CC Algebra 2 Higher Level Math Course
CC Algebra 2 (Completed Algebra 1 only)
Course in 2014-15
CC Algebra 1
CC Geometry
Class of 2018
Note: Must pass “A-G” courses with a “C” or better.
Placement Recommendations for 2015-2016
CC Geometry
CC Geometry
CC Algebra 2
CC Algebra 2
CC Algebra 2 or Higher Level Math Course
CC Algebra 2 (Completed Algebra 1 only) CC Geometry
Note: Students in 2015-2016 mathematic courses may need support during this transition. The support can be done during class time, after school, or additional course as needed.
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CHOOL
D
ISTRICT
MEMORANDUM
Course in 2013-14
CC Algebra 1
CC Geometry
CC Algebra 2
Failed Courses in 2013-2014
Class of 2015
Placement Recommendations for 2015-2016
CC Algebra 1– Summer School
CC Geometry
Note: If a student fails CC Algebra 1 during the
Summer, the student must be enrolled in CC
Algebra 1 in the Fall Semester.
CC Geometry* or CC Algebra 2 with Support
CC Algebra 2
Class of 2017
Placement Recommendations for 2015-2016
CC Algebra 1 with Support
CC Geometry* or Algebra 2 with Support
CC Algebra 2 with support
Course in 2014-15
CC Algebra 1
CC Geometry
CC Algebra 2
Course in 2014-15
CC Algebra 1
CC Geometry
CC Algebra 2
Class of 2018
Placement Recommendations for 2015-2016
CC Algebra 1 with Support
CC Geometry* or Algebra 2 with Support
CC Algebra 2 with Support

* Note: For UC admission, a student must attempt both semesters of geometry to use an advanced level
(Subject “c”) Mathematics course to validate the entire mathematics requirement.
MEM-6458.0 Page 20 of 20 February 3, 2015
Office of Curriculum, Instruction, and School Support