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Mathematics
Grade Placement Committee Meeting and Accelerated Instruction Plan

Purpose/Role
1. Review assessment and accelerated instruction history
2. Prescribe accelerated instruction
3. Determine assessment to be given on third administration
Student Last Name
Student First Name
Student PEIMS number (9 digit number)
Parents
Date of Notice
Date of Meeting
Name of Teacher Completing Form
Campus
Fifth Grade
Participation in...
Special Education
Section 504
Dyslexia Program
ESL
Assessment Results/Data
Please report TAKS scale scores for the first, second, and third administration of Math TAKS.

First Administration Scale Score
Assessment Type
Second Administration Scale Score
Assessment Type
Third Administration Scale Score
Assessment Type
Areas for Acceleration
Please indicate areas requiring accelerated instruction.
Numbers, Operations, and Quantitative Reasoning
Place value; fractions; addition/subtraction/multiplication/division to solve problems; rounding
Use place value to read/write/ order/and compare whole numbers and decimals.
Generate equivalent fractions; compare fractions; relate decimals to fractions.
Use addition/subtraction to solve problems with whole numbers and decimals; use multiplication/division to solve problems with whole numbers; identify prime and common factors; model addition/subtraction of fractions w/like denominators.
Round whole numbers and decimals to approximate results and solve problems.
Patterns, Relationships, and Algebraic Reasoning
Combinations; patterns; relationships; generalizations
Determine all combinations using concrete objects or pictures.
Use lists/tables/charts/diagrams to find patterns and make generalizations.
Identify prime/composite numbers (using concrete models & patterns).
Describe relationships using diagrams and number sentences.
Geometry and Spatial Reasoning
Naming and identifying two and three dimensional objects by critical attributes; transformations; ordered pairs
Identify critical attributes of geometric shapes and solids (parallel/ perpendicular/ and congruent parts in particular).
Use critical attributes to define geometric shapes and solids.
Sketch the results of translations/rotations/reflections.
Describe transformation generated from 2 congruent figures.
Locate and name points on a coordinate grid using ordered pairs of whole numbers.
Measurement
Volume; solve problems with length, weight, capacity, etc.
Select and use appropriate units and procedures to measure volume using concrete models.
Estimate volume in cubic units.
Measure to solve problems involving length (perimeter)/ weight/ capacity/ time/ temperature/ and area
Describe numerical relationships between units of measure within the same system.
Probability and Statistics
Using fractions to describe results of experiment; make predictions; line graphs; range and median; graphing given set of datarepresentations
Use fractions to describe results of an experiment.
Use experimental results to make predictions.
Use table of related numbers to make line graphs.
Describe characteristics of data presented in tables and graphs( including median and range).
Underlying Processes and Mathematical Tools
Problem solving; planning, developing strategies, evaluating answers; using tools (manips/technology); justifying answers; examples/nonexamples;
Identify the mathematics in everyday situations.
Use a problem-solving model that incorporates understanding the problem/making a plan/carrying outthe plan/and evaluating the solution for reasonableness.
Select or develop an appropriate problem-solving strategy.
Use tools such as real objects/ manipulatives/and technology to solve problems.
Explain and record observations using objects/words/pictures/numbers/and technology.
Relate informal language to mathematical language and symbols.
Make generalizations from patterns or sets of examples and non-examples.
Justify why/answer in reasonable terms/and explain the solution.
Additional Information
Please describe the plan that will be used to deliver this accelerated instruction to the student. Include any specific information that would be beneficial in the delivery of instruction.
Please limit information to 5 lines of text.
Evaluation of Plan (timeline,results, and recommendations)
Please specify timeline and how progress will be monitored.
Daily
Weekly
Bi-weekly
Teacher Observation
Informal Assessments
Student Work
Other
Parent Appeal and Determine Grade-Level Placement
Standards for Promotion Upon Appeal
Parent appeals the decision for retention (documentation is attached).
Parent does not appeal the decision for retention.
The Grade Placement Committee shall review all facts and circumstances and apply the following standards in deciding to promote or retain the student:
(Provide documentation of discussion in the box provided.)
1. Evidence of satisfactory student performance using math grade, portfolio or work samples,and local assessment.
2. Improvement in student test performance over the three testing opportunities.
3. Extenuating circumstances that may have adversely affected the student's participation in the required assessments.
4. Extenuating circumstances that may have adversely affected the student's participation in the accelerated instruction.

If ALL members agree that the student is likely to perform on grade level if given accelerated instruction during the following school year, the student shall be promoted.
Retention/Promotion Decision
The student is retained.
The student is promoted.
Name of campus student will be attending for 08-09 school year
GPC Meeting Members
Please indicate and get signatures of members of the GPC meeting.
Campus Administrator
Math Teacher
Parent/Guardian
Parent/Guardian Representative (if applicable)
District Designee acting on behalf of student because no parent/guardian could be located
Other
Please print document and obtain signatures.
Print before submitting.
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