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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
Eighth Grade
Participation in...
Special Education
Section 504
Dyslexia Program
ESL
Assessment Results/Data
Please report TAKS scale scores for the first and second 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
Rational numbers (compare/order); solve problems with appropriate operations; scientific notation; proportions; reasonableness
8.1A Compare/order rational numbers in various forms.
8.1B Select and use appropriate forms of rational numbers to solve real-life problems.
8.1C Approximate the value of irrational numbers.
8.1D Express numbers in scientific notation.
8.2A Select appropriate operations to solve problems involving rational numbers and justify the selections.
8.2B Use appropriate operations to solve problems involving rational numbers.
8.2C Evaluate a solution for reasonableness.
8.2D Use multiplication by a constant factor to represent proportional relationships.
Patterns, Relationships, and Algebraic Reasoning
Linear relationships; proportional relationships; algebraic expressions; representation of data
8.3A Compare/contrast proportional and non-proportional linear relationships.
8.3B Estimate and find solutions to applications problems involving percents and other proportional relationships.
8.4 Generate a different representation of data given another representation of data.
8.5A Predict/find/justify solutions to application problems using appropriate tables/graphs/algebraic equations.
8.5B Find/evaluate an algebraic expression to determine any term in an arithmetic sequence.
Geometry and Spatial Reasoning
Dilations; transformations; ordered pairs; use concepts and properties to solve problems
8.6A Generate similar figures using dilations.
8.6B Graph dilations/reflections/translations on a coordinate plane.
8.7A Draw three-dimensional figures from different perspectives.
8.7B Use geometric concepts and properties to solve problems.
8.7C Use pictures or models to demonstrate the Pythagorean Theorem.
8.7D Locate/name points on a coordinate plane using ordered pairs of rational numbers.
Measurement
Surface area; Pythagorean Theorem; perimeter; volume
8.8A Find lateral and total surface area of prisms/pyramids/cylinders using models and nets.
8.8C Estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume.
8.9A Use the Pythagorean Theorem to solve real-life problems.
8.9B Use proportional relationships in similar two-dimensional or similar three-dimensional figures to find missing measurements.
8.10A Describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally.
8.10B Describe the resulting effect on volume when dimensions of a solid are changed proportionally.
Probability and Statistics
Probability of events; theoretical and experimental results; central tendency/range; make predictions; determine appropriate representations
8.11A Find the probabilities of dependent and independent events.
8.11B Use theoretical probabilities and experimental results to make predictions and decisions.
8.12A Select the appropriate measure of central tendency or range to describe a set of data.
8.12B Draw conclusions and make predictions by analyzing trends in scatterplots.
8.12C Select and use an appropriate representation for presenting and displaying relationships among collected data.
8.13A Evaluate methods of sampling to determine validity of an inference made from a set of data.
8.!3B Recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis.
Underlying Processes and Mathematical Tools
Problem solving; planning, developing strategies, evaluating answers; using tools (manips/technology); justifying answers; examples/nonexamples;
8.14A Identify mathematics in everyday situations.
8.14B Use a problem-solving model that incorporates understanding the problem/making a plan/carrying out the plan/evaluating the solution for reasonableness.
8.14C Select or develop an appropriate problem-solving strategy.
8.14D Use tools such as real objects/ manipulatives/technology to solve problems.
8.15A Communicate mathematical ideas using language/efficient tools/appropriate units and graphical/numerical/physical/algebraic mathematical models.
8.16A Make conjectures from patterns or sets of examples and nonexamples.
8.16B Validate his/her conclusions using mathematical properties and relationships.
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 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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