• MATH PLACEMENT POLICY

    OPUSD strives to provide the best possible educational experience for our students. Appropriate math placement is one of the most critical determinations in this process, and academic readiness is fundamental to our course placement philosophy. Consistent with OPUSD Board policies, our goal is to provide fair, objective, and transparent math placement protocols and equitable placement in the most rigorous math course for which a student has the potential for success.  We aim to provide a rigorous mathematics program where all students experience a suitable instructional pace, build a strong math foundation so they will succeed in high school, college, and their careers, and enjoy mathematics to the greatest extent possible. This letter provides important information about OPUSD’s math pathways, placement policies, and criteria during secondary school to help you and your child make informed decisions about their math education at OPUSD. (BP 6152.1 Placement in Mathematics Course; AR 6152.1 Placement in Mathematics Courses)

     

    The following is an overview of OPUSD’s math pathways and sequence from grades 6-12:

    Math Pathways

    *Not a grade level course, requires consultation with OPHS Administration and Math Teacher

    **Students in Accelerated Pathway 2 may choose to take Algebra II or Algebra II (H) also known as Algebra II H w/Trig in 9th grade

    Arrow = Summer School Acceleration in Geometry for Algebra I students only

    Highlighted courses = Additional Accelerated Pathway

     

     

    OPUSD considers the following multiple, objective measures in determining math placement for students entering grades 7-9:

    1. The student’s grades in their previous mathematics courses.

    2. Interim and summative mathematics assessments from California Assessment of Student Performance and Progress (CAASPP).

    3. Other assessments, such as the University of California’s Mathematics Diagnostic Testing Project (MDTP) and/or district benchmark assessments.

    4. For students with disabilities, an alternate test or other measures when designated in a student’s individualized education program (IEP).

     

    The following describes the math pathways and placement protocols for MCMS:

    MCMS Math Pathway

    *For the middle school math scope and sequence at Oak Park Independent School, please contact the school.

     

    All 6th-grade students entering MCMS will be placed in 6th-Grade Math.  In 7th grade, most students will be placed into the grade level course of Pre-Algebra. However, some students may qualify to take Algebra I in 7th grade. For 8th grade, some students will take Algebra Introductions (Grade Level Pathway), some will take Algebra I (Accelerated 1 Pathway), and a small cohort of students will take Geometry (Accelerated 2 Pathway). All students who accelerate must meet certain criteria, as detailed below.  

    Criteria for Placement in Algebra I as a 7th Grader: 

    • At least an A- on 3 of the 4 quarter report cards in 6th grade.

    • At least an 85% on the Medea Creek Algebra Readiness test that covers pre-algebra concepts.

    • At least an 85% on the MDTP, an Algebra Readiness diagnostic exam created by UCLA.

     

    Criteria for Placement in Algebra I as an 8th Grader: 

    • At least an A- on 3 of the 4 quarter report cards in 7th grade.

    • At least an 85% on the Medea Creek Algebra Readiness test that covers pre-algebra concepts.

    • At least an 85% on the MDTP, an Algebra Readiness diagnostic exam created by UCLA.

     

    Criteria for Placement in Geometry as an 8th Grader:

    • At least an average of 80% or better in quarters 3 and 4 (separately) in Algebra in 7th grade.

     

    A student must meet all the criteria above to be placed in Algebra or Geometry in middle school. Nevertheless, when a student does not meet all the criteria but is on the cusp (e.g., meets 2 out of 3 and is close to meeting the third criteria), they may be admitted to the course based on the recommendation of a teacher who has personal knowledge of the student’s academic ability and in consultation with a student’s parent/guardian. Taking Algebra I in middle school is considered an accelerated pathway, as Algebra I is a 9th-grade level course according to the California Common Core Standards. 


    The math pathway that a student begins in middle school affects the math, science, and other higher-level courses a student can take at OPHS. It also impacts placement in Honors/AP courses. For example, students wanting to take AP Biology in 10th grade need to complete Algebra I by the end of 8th grade.  As another example, students who take Algebra I in middle school are typically on track to take Calculus by 12th grade.

    The following chart describes the protocol and placement criteria for transition to math placement in 9th grade/high school: 

     

    Oak Park High School Math Placement Protocol

    OPHS Math Placement Policy

    *An Algebra I Introductions Co-Taught class placement will be determined on an individual basis.  Students may need to meet different criteria for transition into 9th-grade math and must meet with an OPHS administrator and math teacher to discuss 9th-grade math placement.

    **Students must meet with an OPHS administrator and math teacher to discuss placement in Algebra IA in 9th grade.

    †Completion of Algebra I is a State requirement. Completion of Geometry is an OPHS graduation requirement. Completion of Algebra II or Data Science is an UC/CSU requirement. Three years of math is required for OPHS graduation and UC/CSU admission (four years recommended).  

    ††For the math scope and sequence at our alternative schools (Oak Park Independent School or Oak View High School), please contact the school.

     

    In determining math placement for students entering 9th grade at OPHS, the school administration will assess whether each student has the prerequisite skills for success in the course and consider student and parent/guardian requests. Such determinations are based on multiple objective measures, including, but not limited to, the following: 

    1. The student’s grades in their previous mathematics courses.

    2. Interim and Summative grade 8 mathematics assessments from the California Assessment of Student Performance and Progress (CAASPP).

    3. Other assessments, such as the University of California’s Mathematics Diagnostic Testing Project (MDTP) and/or district benchmark assessments.

    4. For students with disabilities, an alternate test or other measures when designated in a student’s individualized education program (IEP). 

     

    OPHS Math and Science Sequence Coordination

    Math and Science Coordination

    *Foundations of Science CP is a 9th grade science course at OPHS. For more information, refer to Science Courses at OPHS https://sites.google.com/opusd.org/ophscoursecatalog/science. 

    **Students deciding between Algebra II CP or Data Science CP in 11th or 12th grade should look at the math requirements for colleges they are interested in applying to.

     

    RE-EVALUATION

    Within the first month of the school year, the school will re-evaluate mathematics course placements to ensure placement in the most rigorous mathematics course for which a student has the potential for success.

    Criteria for re-evaluating each student's placement include, but are not limited to, course pre-assessment results, attendance, and student performance in the first month of the school year as determined by teacher observation and grades on assignments, tests, and other assessments. Student and parent/guardian requests for course placement may also be considered.

     

    APPEALS AND WAIVERS

    OPUSD acknowledges the need to offer clear and timely recourse for each student and their parent/guardian who question their student’s math placement. To that end, OPUSD has an appeal and waiver process for placement in grades 7th-9th at MCMS and OPHS that includes the following steps:

    1. Appeals: Within 10 school days of an initial placement decision or a placement decision upon re-evaluation, a student and their parent/guardian who disagree with the placement may appeal the decision to the principal.  A student or their parent/guardian may appeal their principal’s decision to the Superintendent or designee. The Superintendent or designee shall decide whether to overrule the placement determination within 10 school days of receiving the appeal. As part of the appeal, the parent/guardian may request that the site administrator present the outcomes from the performance measures listed above in placement protocols.

    2. Waivers: After meeting with both the principal and Superintendent (or designee) who have upheld that placement, the student’s parent/guardian may nevertheless sign a waiver requesting that the student be placed in the next in-sequence course, against the professional recommendation of the student’s teacher and site administrator, acknowledging and accepting the responsibility of this placement.

     

    If you have questions about OPUSD’s math placement policies or course pathways, please contact your child’s math teacher.