Our schedule is set to simultaneously have a fifth-period math class in the whole school, allowing students to attend the math class at their instructional level. A few students from each class "walk" up to their level math class to meet their individual needs and provide an appropriate academic challenge. Teachers assess students every five lessons using Saxon math, but only on concepts practiced for at least ten days. As a spiraling curriculum, concepts are gradually built upon and frequently reviewed so as not to forget them.
Built on a Learning Curve Proven to Raise Achievement
While other math curricula ask students to progress from simple to complex concepts in just a few weeks, Saxon Math scaffolds instruction of each concept and continues to review information introduced earlier. This allows students the time and practice to retain math concepts to mastery.
Incremental
An incremental approach allows students to understand and practice a small concept before adding the next step.
Distributed
Distributing skills throughout the year ensures students have time to practice and master concepts.
Cumulative
Cumulative practice and assessments cover ideas from earlier lessons to ensure students retain and make connections between concepts.
Frequent, cumulative assessments ensure students stay on track.
- Summative assessments, including Power Up, Cumulative, Benchmark, and End-of-Year tests, allow teachers to monitor progress continuously.
- Formative assessments conducted through daily instruction, lesson practice, and written practice provide immediate intervention and enrichment.
- The Guide to Differentiated Instruction supports teachers with planning resources focused on meeting different learners’ needs.
“Walk to Math” Advancement Policy
St. Monica’s Walk to Math program allows students to enroll in math courses that best suit their mathematical ability, social maturity, and academic habits. The following criteria govern the placement of students into math courses during their time at St. Monica.
Baseline Policy
All students will, at minimum, be placed in at least their “baseline” math course for their current grade level with only significant extenuating circumstances justifying an exception. This ensures students are on track to make normal academic progress from preschool through twelfth grade.
Students will take math in their baseline grades through the end of 3rd grade. Differences in social maturity, reading and writing skills, and executive functioning make advancing before 4th grade difficult.
Upper Elementary School
Students may “walk” one course above their 4th and 5th grade level. To qualify, students must
- Average 85% on tests of the last two trimesters of the previous academic year
- Have no more than one missing homework assignment per trimester
- Score an average MAP percentile (previous Fall and Spring) of 80 or above
- Receive a conduct grade of at least S during the last trimester
- Middle School
In 6th, 7th, and 8th grade, students may “walk” one course above their grade level according to the criteria established for 4th and 5th grade.
Students may “walk” two courses above their grade level beginning in 6th grade. To qualify, students must
- Average 90% on tests of the last two trimesters of the previous academic year
- Have no more than one missing homework assignment per trimester
- Score an average MAP percentile (previous Fall and Spring) of 85 or above
- Receive a conduct grade of at least S in the last trimester
High School
Placement of high school students generally relies on their satisfactory progress in the immediate prerequisite course in an accredited institution. Students beginning in 9th grade who were previously educated in a homeschool environment will be placed using a combination of previous curricula, placement tests, and conversations with parents.
