Item Coversheet
AGENDA - December 14, 2017

9.0
INSTRUCTIONAL PROGRAMS & STUDENT ACTIVITIES
9.5  Legislative Update: Senate Bill 359, the "Mitchell Bill"  (Reports)
 

Background Information:

The California Mathematics Placement Act of 2015 (Senate Bill 359) known as the Mitchell Bill was passed in 2015 and requires local governing boards that serve pupils entering ninth grade to adopt a fair, objective, and transparent mathematics placement policy especially for ninth grade students, and for students who are transitioning between elementary and middle school.  The law further requires governing boards to ensure that its mathematics placement policy is posted on its Internet website.

 

On November 15, 2016, CUSD Governing Board approved BP 6152.1 and AR 6152.1.  These approved policies and regulations affirm that CUSD will follow a fair, objective, and transparent protocol for advising and recommending mathematics placement into courses based on the CUSD Secondary Mathematics Course Sequence for the sixth and ninth grades.  

Reports:

During the student enrollment and scheduling process in Spring 2017, BP 6152.1 and AR 6152.1 were implemented.  The purpose of this report is to provide a brief update relative to this implementation process and recommendations for moving forward relative to the CUSD Mathematics Placement policy and regulation.  

 

In accordance with our new policy, all incoming sixth grade students and new students to the middle and high school were invited to take a math placement test for placement in the accelerated/honors mathematics courses.  In addition, counselors and administration also reviewed student academic records and student performance on standardized assessments.

 

The following data sources were reviewed to determine whether this new policy successfully placed students into the appropriate mathematics course: (1) student performance on the mathematics placement exam taken at the middle school and high school, (2) anecdotal feedback from teachers, counselors and administration, (3) student academic performance within the first month of the school year in their assigned mathematics course, and (4) CUSD Secondary Mathematics Course Sequence.

 

Analysis of these data sources indicated that students were appropriately placed in a mathematics course.  Student performance in mathematics is monitored on a continual basis, and support and adjustments in student schedules are made when appropriate.  

Financial Impact:
None
LEARNING: Integrate personalized learning with assessment methods that will prepare all students for academic and vocational success:
3. Math Performance