Math Pathways

In alignment with the vision of the Oregon Math Project (OMP), Springfield Public Schools (SPS) provides students access to high-quality instruction that includes both challenging and relevant math content designed to provide students with the support they need to succeed. This includes meeting the demands of the ever-changing workforce and ensuring students have the skills to meet those needs.

Through major shifts in the standards, courses, and instructional practices, we aim to provide all students with a mathematical foundation that supports them to make sense of the world around us, to communicate effectively, and to discover innovative solutions.

Updating Math Pathways in SPS

Rethinking Acceleration

Starting in 2017, SPS began preparing for the 2+1 pathways model by convening a math team to review student data and develop a blueprint for refining math pathways. This team consisted of K-12 teachers, the math TOSA, administrators, and TAG representatives. Their findings highlighted that accelerating students by skipping middle school math standards often led to challenges in high school, including course repetition and decreased retention in advanced math.

In response, the team recommended a structured acceleration plan to ensure that students build a strong middle school foundation without bypassing essential concepts. Additional recommendations included expanding advanced math options beyond calculus, using multiple data points for acceleration decisions, and promoting equitable access to rigorous coursework.

Introducing the 2 +1 Pathways Model

In 2021, ODE released updated secondary standards and new guidelines for high school math pathways. High schools are now expected to implement a 2+1 course pathway model, which provides two credits of core content for all students in grades 9 and 10, and a third (possibly fourth) credit in grade 11 and/or 12 that aligns to the student's interests and goals.

What’s next for math in SPS?

The work to align the SPS system of mathematics to the vision of the OMP has been, and will continue to be, an ongoing process. Moving forward, we aim to:

Introduce and/or re-imagine existing +1 course options to better align with the interests and goals of SPS students;
Refine current systems for advising to better connect students with math courses that support their postsecondary goals;
Adjust course designs and instructional practices to create increasingly relevant and authentic math learning experiences.

FAQs

What are the benefits of the new Math Pathways Program?

The Oregon High School Math Pathways program provides students with a flexible and personalized approach to math education. Students complete two years of core math in grades 9 and 10, then choose courses in grades 11 and 12 that align with their interests and post-secondary goals. This approach ensures a strong math foundation, real-world relevance, and better preparation for college and careers. By offering multiple pathways, students can engage in math that supports their future aspirations while maintaining essential algebra, geometry, and statistics skills. (Note highlights from Oregon High School Math Pathways: Executive Summary - personalized learning paths, comprehensive skill development, flexibility and relevance, increased college and career readiness).

What advanced options are available to SPS students in math?

SPS strives to offer all students a choice of advanced options designed for the many branches of mathematics relevant to a student’s postsecondary goals. Currently the advanced opportunities available to students as +1 course options include Algebra 2 (MTH 95), Pre-Calculus (MTH 111/1112z), Calculus (MTH 251/252z), Statistics (STAT 243z), and Math in Society (MTH 105/106).

Why did the state cut so much content out of math?

Before the revisions, Oregon high school math classes were asked to cover 160 standards in three years, regardless of postsecondary goals and how those standards connected to them. Revisions in the core standards reflect work around coherence and thoughtful progression, so that students are getting core mathematical concepts in 9th and 10th grade that support all postsecondary goals, leading to a 3rd year that's connected, relevant, and rigorous. This included an overall reduction in geometry standards, an increase (and emphasis) in data reasoning standards, and a thoughtful progression from middle school to high school algebra content.

Important math topics are still included in the high school classroom; they're located in the various junior and senior year pathways options available to our students. You can read more about how the standards were changed in Section 5 of the CCSS Crosswalk section of the Oregon Mathematics Standards document from the Oregon Department of Education (ODE).

Why will all ninth-graders take the same math class, regardless of prior advancement?

Research suggests that students learn best in heterogenous classrooms in order to learn from diverse perspectives and math competencies. All ninth-graders will take the same math class to ensure that all students have equitable access to a strong foundation based on the essential skills needed for future math courses.

Starting with Geometry & Data Reasoning first may feel like a shift from the traditional course progression. However, beginning with Geometry & Data Reasoning will allow students to build on a foundation of concrete concepts from elementary and middle school. Catalyzing Change in High School Mathematics (NCTM, 2018) notes potential benefits of this sequence:

More cohesive development of algebraic skills and concepts by not breaking up the algebra experience.
Allows students to build reasoning and sense-making sills by seeing the relevance and applicability of mathematics.
Supports gradual adjustment to the rigor in math by starting with concrete concepts and prior knowledge.
Postpones the more abstract development of algebra.

Additionally, in a review of the ODE Guidance for the Geometry Standards, there are no HS Algebra standards listed as “preceding pathways content”. All of the algebra necessary for geometry is actually taught during middle school (or before).

Will Algebra 1 be offered at the middle school level?

Yes, Algebra 1 will still be available to students at the middle school level; however, our priority is to ensure that students develop a strong foundation in middle school mathematics and number sense before advancing. A solid understanding of middle school math concepts better prepares students for success in advanced high school courses and beyond. Without this foundation, students may struggle with learning gaps that require remediation later.

SPS offers a compacted math pathway to students who qualify for acceleration based on multiple measures (TAG identification, 90th percentile on iReady diagnostic, Level 4 on OSAS). This acceleration guidance was developed by a math team following a comprehensive review of SPS student data. This compaction plan, beginning in 6th grade, was designed to avoid the potentially harmful long-term impacts on students who are advanced at the expense of essential grade-level standards.

Compacted Scope and Sequence

Grade 6: All 6th grade standards, ½ of 7th grade standards.
Grade 7: Remaining 7th grade standards, all 8th grade standards.
Grade 8: Algebra 1, aligned with high school curriculum map.

In the case that a middle school does not have enough students and/or staffing to support a compacted course, alternative options (dual enrollment through SPS online, flexible in-class enrichment, bussing to another site) are available.

Contact the school administrator or your student’s teacher for questions specific to your student’s math enrollment.

How do we make sure students with strong math skills are still being appropriately challenged in grade-level math?

At SPS, we believe that all students deserve access to rigorous, exciting, and engaging learning experiences. We know that a strong, foundational experience in middle school and core 2 math content leads to increased student success in future math courses. We are focused on redesigning middle and high school math experiences so that math classes are engaging and supportive, and push students to deeper levels of understanding within the context of their grade-level standards. To accomplish this, teachers will use a variety of data points to differentiate instruction based on the unique needs of their students, providing regular opportunities for enrichment and extension.