Articulation Recommendations

Elementary Mathematics Articulation Recommendations

Below are articulation recommendations from the Elementary Mathematics Office. Adjustments may be needed for varied reasons such as resource allocation, scheduling challenges, or departmentalization models.  *Title I schools may also have their own requirement.

Recommendation for Mathematics Classes

• One or more classes for Above-Grade Level (AGL) instruction
• All other classes are instructionally balanced
• On-Grade Level (OGL) and Below-Grade Level (BGL) are balanced among all classes (non-AGL)

• Classes should be balanced relative to
• IEP goals
• ESOL designations
• Overall class size
• Gender
• Ethnicity
• Students’ strengths in mathematics
• Distribution of adult support and other resources

Recommendation for Articulation Process

• Current teachers collaborate with math coach and administration to make math classes for the following year.
• Current teachers make classes
• Using current instructional level
• Considering potential change with evidence of need for the change
• NOTE: Teams should not give an assessment to students at the end of the year to create math classes for the following year.
• After placements are made, some adjustments may be made (without compromising balance) by 
  • Administration
  • Receiving teachers after additional evidence is collected including
    • Performance with First Week Tasks
    • New assessment data (MCAP, MAP)
    • Number Readiness Assessments
    • Classroom performance (beyond the first week)

Considerations for Articulation communication/cards

What might be included as part of the articulation conversation?

• Teachers should communicate student performance within the big ideas of that grade level shown in the table below. Teachers can reference student performance data with curriculum-based assessments, classroom observations, teacher-selected tasks and artifacts, and/or MAP data.

• Articulation notes for these students should also include information about some of the math learning behaviors listed below. All behaviors should be considered relative to the grade and age appropriateness of the student.  

  • Explains the meaning of the problem (SMP1)

  • Engages in problem-solving (SMP1)

  • Persists when solving problems  (SMP1)

  • Considers if answers make sense; adjusts if needed  (SMP1)

• • Represents problems with equations (appropriate to grade level)  (SMP2)

  • Uses numbers flexibly (SMP2)

  • Examines the reasonableness of answers/calculations  (SMP2)

• • Justifies solutions  (SMP3)

  • Listens to the reasoning of others  (SMP3)

  • Compares and asks questions  (SMP3)

• • Represents thinking with manipulatives, drawings, and/or equations (as appropriate)  (SMP4)

• • Selects appropriate tools  (SMP5)

  • Uses tools accurately (SMP5)

• • Consistently calculates accurately and efficiently (as appropriate)  (SMP6)

  • Use mathematics vocabulary  (SMP6)

• • Applies prior knowledge to new problems  (SMP7)

  • Looks for patterns and relationships (SMP7)

• • Uses patterns to solve problems (SMP8)

What should not be included during the articulation conversation or on cards?

• Inaccurate or unsupported labels such as "high on, low on, strong on, struggler, O-, O+, A-, etc"
• Things we don’t control (e.g., support at home)

Math Folders * (Title I schools may have a different requirement)

• Math folders are not required for students.
• Math folders are a good idea for students who are candidates for a placement change.
• Artifacts that support the placement change are recommended. This might include student work, classwork, or assessment tasks.