Junior High Math

As students transition from 5th grade to junior high, we carefully review multiple sources of information to determine the most appropriate 6th-grade math placement(s). Our goal is to ensure that each student is placed in a learning environment that supports both success and appropriate challenge.

Students entering 6th grade will be placed in one of two courses:

• Math 6
• Accelerated Math 6

Students entering 6th grade may also be placed in one of the following companion courses:

• Math 180
• Math Intervention

Please Note: All Math course descriptions are listed below.

Initial placement decisions are made using a combination of academic data and teacher input to ensure a well-rounded understanding of each student’s readiness.

Primary sources of data include:

1. A Collection of Standardized Assessment Data 
2. Teacher Input and Observations

Standardized Assessment Data

Standardized assessments offer consistent, objective information about a student’s performance relative to grade-level expectations and national benchmarks. For acceleration consideration, we review historical trends in assessment performance, including the Illinois Assessment of Readiness (IAR) and Star Math. Particular consideration for acceleration is given to students who demonstrate consistent high performance, such as scoring at the Above Proficient level on IAR and maintaining consistent STAR Math performance at or above the 85th percentile. 

Teacher Input and Observations

In addition to assessment data, placement decisions also include professional input from elementary educators who work closely with students throughout the school year. This input reflects classroom observations of students’ mathematical learning behaviors and readiness for advanced coursework, including characteristics such as academic readiness, pace of learning, depth of understanding, and motivation and independence when solving complex problems. These observations are incorporated as part of a broader placement review process that includes multiple data points; therefore, individual teacher ratings and recommendations are not shared or discussed separately to ensure the process remains consistent, objective, and focused on a comprehensive review of student readiness.
 

Accelerated math courses are designed to strategically compress material from grades 6–8, not simply skip content to move students ahead faster. Students in accelerated math courses still encounter the key mathematical ideas from multiple grade levels, but the curriculum moves at a quicker pace while maintaining opportunities to build conceptual understanding. The goal of acceleration is to ensure students are appropriately challenged, engaged, and able to successfully manage the pace and depth of the accelerated curriculum.

To create this pathway, Illustrative Mathematics v.360 makes several adjustments to the accelerated curriculum. For example, some activities that primarily review concepts from prior grades or earlier units are removed. As a result, students in the accelerated course should have a strong foundation in K–5 mathematics or a plan to address any unfinished learning outside of class. Additionally, some practice and repetition that appears in grade-level courses is reduced. Accelerated students are expected to grasp new mathematical ideas quickly and be willing to practice independently if they need additional reinforcement. Finally, some mathematical modeling tasks may become optional lessons or projects completed outside of class. This means accelerated students should be motivated to engage with challenging mathematics independently and be comfortable working on complex problems beyond the regular class period.

Acceleration in mathematics should be considered only when a student consistently demonstrates readiness in the following four areas:

1. Academic Readiness
   The student demonstrates mastery of current grade-level standards and can clearly explain their mathematical thinking, both verbally and in writing.

2. Pace of Learning
   The student learns and masters content at a significantly faster rate than peers, requires less instructional time to achieve proficiency, and progresses quickly through curriculum objectives.

3. Depth of Understanding
   The student applies knowledge in new or unfamiliar situations, demonstrates higher-order thinking skills such as analysis and synthesis, and seeks out complex challenges.

4. Motivation and Independence
   The student self-advocates, is highly motivated and committed to learning, and persists when solving challenging mathematical problems.

Acceleration can be a valuable opportunity for students who consistently demonstrate these characteristics. At the same time, placement decisions must reflect not only academic readiness but also a student’s confidence, well-being, and long-term success in mathematics.
 

Math 180 is a year long companion course to Math 6, with both courses running concurrently. It is designed as a targeted program to build algebra readiness by strengthening foundational skills such as multiplication, division, and fractions. The course is taught by a certified math teacher and combines teacher-led instruction with adaptive technology to provide engaging, differentiated learning experiences. These experiences include interactive tools, visual models, and real-world connections that help students build confidence through responsive design and audio-visual feedback as they move from guided instruction to independent practice. Real-world scenarios, career simulations, and hands-on activities (e.g., manipulatives and collaborative games) make math meaningful while reinforcing essential skills and supporting progress toward grade-level proficiency. Placement in Math 180 is based on qualifying criteria and multiple measures to ensure students receive the support best suited to their needs.

Math Intervention is also a companion course to Math 6 and follows the middle school math intervention framework to provide targeted support and address skill gaps in a positive, supportive learning environment. Instruction is designed to meet individual students where they are, build confidence, and strengthen essential skills so they can successfully access grade-level content. The course is taught by a certified math teacher. Placement is based on qualifying criteria and multiple measures to ensure students receive the support best suited to their needs. Students may not remain in Math Intervention for the entire school year, as placement is regularly reviewed based on student progress and need. 

Math placement is reviewed regularly and re-evaluated each year as new information becomes available for your child. We recognize that students develop at different rates, and that a student’s readiness for accelerated coursework and/or supports may change over time, particularly during the junior high years.

To ensure placement decisions are based on the most complete and current information, initial math placements are not reconsidered until after Fall STAR Math data has been collected and reviewed.

Families who are considering a placement review are encouraged to first connect with their child’s current 6th grade math teacher and review available data, including STAR Math results and classroom assessments. These measures can help provide a clearer understanding of a different placement.

All review requests are carefully evaluated using the same multiple measures as the original placement process, and additional data may be requested, when needed, to support a potential change.

Core Math Pathway

Accelerated Math Pathway