Los Altos School District

In LASD, we connect with who each and every child really is, put them at the center of their learning experience, integrate their social, emotional, cognitive, and academic development, and develop learners as full people. Informed by the updated 2023 California Framework and California's Common Core State Standards (CCCSS), all math courses offer a multitude of opportunities to support, engage, and challenge empowering all learners to develop deep conceptual understanding and mathematical reasoning skills to apply to real world problems while fostering an authentic love for learning. LASD is committed to placing students in the most appropriate math course that will provide them with both challenge and support. 

In LASD, there are three possible pathways leading students to high levels of math achievement in high school and beyond.

The following assessments help to inform student math placements:

CAASPP: The California Assessment of Student Performance and Progress (CAASPP) is a statewide assessment system.

MDTP: The Measure of Developmental Test Protocol (MDTP) is a diagnostic assessment that is designed to measure students' mathematical preparation in foundational topics in the course they are promoting to.

MARS: Provided by Silicon Valley Mathematics Initiative (SVMI), the Mathematics Assessment Resource Service (MARS) is a performance assessment tool that helps to evaluate how students approach problems, communicate their understanding, and solve problems.

Students on the Grade Level Pathway complete 3 years of math in 3 years. 

On the Grade Level Pathway, students move from CC6 in 6th grade to CC7 in 7th grade and CC8 in 8th grade. CC6 is a rigorous grade-level course that is appropriate for all students entering grade 6 and covers one year of standards in the 6th grade year. Students will build upon their knowledge of numbers, operations, and algebraic thinking to gain a deeper understanding of number sense, procedural fluency, critical thinking, and problem-solving. 

This pathway will allow students to take Algebra I in 9th grade. It can ultimately lead to Trigonometry/Math Analysis College Prep, Trigonometry/Math Analysis Honors, or Statistics in the senior year of high school. Here are typical high school math courses following the Grade Level Pathway:

To ensure accurate placement, all students in grade-level courses (CC6, CC7 & CC8) are given the Fall Placement Confirmation assessment within the first month of school to confirm they are in the most appropriate class. When students receive an exemplary score on this assessment (CC6 above 90%, CC7 and CC8 above 85%), all previous available qualifying data are considered holistically to determine whether the student should be moved to a more advanced pathway.

There must be multiple examples of substantiating evidence that the student would be successful in an accelerated course. Once decisions have been made by the school team for students who qualify for more accelerated pathways, the district will notify parents of the opportunity to move the students to an accelerated course. All accelerated placements will be finalized no later than Labor Day and parents will receive communication for reasons justifying placement.

Students on the Accelerated Pathway complete 4 years of math in 3 years.

On the Accelerated Pathway, acceleration begins in 7th grade as students move from the rigorous CC6 course to the CC7/8 course, which compresses 1½ years of math into a single year. The curriculum moves at a more challenging pace than the grade-level CC7 course.

To remain in the accelerated math pathway at the end of 7th grade, students must maintain 3 or better for at least five of the seven standards. Students who do not meet this requirement will be moved into a more appropriate grade level math course. Assuming successful completion of CC7/8 in 7th grade, students will be enrolled in Algebra I in 8th grade. The accelerated middle school courses are intended to be a preparation for higher-level high school classes and to allow students to experience a more challenging curriculum before the transition to high school. This pathway will allow students to take Geometry College Prep or Geometry Honors in 9th grade and can lead to AP Calculus AB, AP Calculus BC, or AP Statistics in the senior year of high school. Here are typical high school math courses following the Accelerated Pathway:

All CC6 students in LASD will take the MDTP Assessment of Preparedness for 8th Grade Math and CAASPP during the spring of their 6th grade year. To qualify for the Accelerated Pathway in 7th grade, students must attain qualifying scores on multiple objective academic measures as defined by the Math Placement Act of 2015. To qualify for the CC7/8 class in 7th grade, students must meet all of the following criteria:

A very small number of students move from CC6 to Algebra each year. Students who do meet all of the criteria below may be invited to take the MDTP Algebra Readiness assessment during the summer:

Students on the Advanced Pathway complete 5 years of math in 3 years.

On the Advanced Pathway, acceleration begins in 6th grade. Students complete 6th grade, 7th grade, and 8th grade math plus Algebra and Geometry in three years. The curriculum moves at a much faster and more challenging pace than the other pathways.

CC6/7 is an accelerated, fast-paced course that condenses 6th and 7th grade standards into one year. It is intended for students who demonstrate exceptional mathematical fluency and a deep grasp of the full range of mathematical practices. To qualify for the CC6/7 course, all 5th grade students will be invited to take three assessments in the Spring. Students who meet all of the following criteria will be placed into the CC6/7 course:

Assuming successful course performance, students continue on this pathway throughout junior high, taking Algebra I/CC8 in 7th grade and Geometry Honors in 8th grade. This pathway will allow students to take Algebra II Honors in 9th grade and can lead to AP Calculus BC or AP Statistics in the senior year of high school. Below are typical high school math courses following the Advanced Pathway:

The History/Social Studies program centers on skill attainment and social participation. Civic values, rights, and responsibilities—through the use of Project Cornerstone, a conflict resolution program—are covered in all grade levels. Multicultural events are also scheduled at each school. In addition, each K–6 school maintains a geography strand. Primary grade units are supported with a wide array of literature, and training is provided for each teacher as he/she enters a specific grade level. Instructional media, guided reading, and cooperative learning are materials/strategies used to insure equal access for all students. Many students participate in the National Geography Bee. Grades 4–8 complete the traditional State sequence: California History (grade 4), American History to 1800 (grade 5), Ancient Civilizations (grade 6), Rome to Renaissance (grade 7), U.S. History to World War I (grade 8).

As part of a hands-on-Science Program, Los Altos has implemented three science units (life, physical, earth) for use at each grade level, K–6. In grades K-5 teachers implement science lessons through the FOSS hands-on science program. In grade 6 students make use of the Prentice Hall science program that continues through the 8th grade. All teachers are invited to receive in-service training on the science kits, leadership training, summer institute training, and case study work. All schools have matched their programs to State science standards. Technology is infused into numerous lessons and lab settings. All schools use pair learning, group learning, computer assisted instruction, and cooperative learning to help each child succeed in science. Guided reading is also used to help children read for specific information. Most of the schools hold yearly science fairs. Teacher-made tests, observation scales, and science portfolios are used for student/program evaluation. 
 

Using multiple assessments (including parts of the California Healthy Kids Assessment), substance/tobacco use assessments, written summaries from school counselors, data from the Community Health Awareness Council, and studies conducted by the Los Altos Police Department, the district's Consolidated Programs Committee has adopted goals and designed a comprehensive health program covering alcohol, tobacco, and drug prevention while developing student confidence and refusal skills. Standards-aligned and research based prevention instruction is integrated within all grades

For grades 7–8, specific health activities rest within an integrated physical education program. Specific units within the physical education/health program for all seventh and eighth graders include: understanding self and others; nutrition; family life; alcohol, tobacco, and other drugs; communication skills; and career education.

Each school's Student Study Team handles identification, referral, and implementation of programs or activities for "at risk" children. Tutorials, homework clubs, summer academies, and individual/small group counseling are examples of interventions provided.

Funded by the Los Altos Educational Foundation (LAEF), trained physical education specialists work with all primary grade children one day per week and all grade 4–6 children two days per week. Classroom teachers provide other physical education lessons. The Los Altos Junior Olympics, held each April, is a culmination event in track and field. Seventh and eighth graders have five periods of physical education/health per week throughout the entire school year. In addition, both Blach and Egan offer after-school intramural sports competitions with other schools in volleyball, cross country, wrestling, softball, basketball, soccer, and track and field. The K–8 program emphasizes motor skills, lead-up skills and games, group and team sports, sportsmanship, and cooperation.

Primary grade music consists of singing, rhythm activities, and voice practice led by the classroom teacher or music specialists. Fourth graders receive one vocal and/or recorder lesson per week, while fifth and sixth graders complete one vocal lesson and two instrumental (small group and either band or orchestra) lessons each week. Seventh and eighth graders may elect to take vocal music (half or whole year), guitar, band or orchestra.

The district art program directs attention to esthetic perception, creative expression, art heritage and esthetic valuing. All children learn how to use art elements, art principles, and color schemes effectively. Classroom teachers teach "art for art's sake" and integrate art lessons into various disciplines. Seventh and eighth graders may choose to take art as one of their semester electives. The Art Docent program also supports each classroom teacher with both hands on and art appreciation lessons that align with grade level curriculum. A sampling of the Art Docent volunteer lessons include: Owl Masks (Kindergarten), Printmaking (grade 3), and Creatures of the Tidal Zone (grade 6).