Mathematics

Agile Mind

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Curriculum

Dear Parents of Agile Mind students,

Welcome to another new year filled with new possibilities, new challenges , and new expectations.  This year at Littleton High School, we are excited to offer Agile Mind courses in Algebra 1, Geometry, and Algebra 2. Agile Mind is a next-generation teaching and learning system designed to support an active and highly productive classroom environment with the teacher as conductor.   

Agile Mind as a Teaching and Learning System

The Agile Mind system consists of four components:

  • Content and curriculum: Agile Mind has animations, like the one below, which are supported by a note-catching system of student activity sheets.  The activity sheets enable student exploration, study, and practice in class or for homework.  Most class discussion will center on the displayed materials and activity sheets.

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  •  Formative assessments: Agile Mind has a planned process for collecting assessment-based evidence which helps teachers target and correct misconceptions and/or gaps in understanding.
  • Data reporting system: Agile Mind allows teachers to track students’ effort and performance on formative assessments, quizzes, and tests.  

  • Testing:  Multiple choice and constructed response questions tied to the Common Core. 

Agile Mind  is a teaching and learning system which allows for differentiation based on the practice, feedback, evidence, and measurement mechanisms present in the system.  Agile Mind is not a traditional textbook curriculum, nor does it represent a simply “digital” curriculum either.  

Nuts and Bolts

In order to access the Agile Mind website (http://littleton.agilemind.com), the district has purchased Chromebook computer carts for each classroom.  Each student will be assigned the same computer for classroom use.  Students are responsible for the care and maintenance of the computer that is assigned to them.  Fines are possible, up to the cost of the computer, for damage to school property.  Appropriate use of these computers for school purposes is expected. 

We look forward to exploring a new way of teaching and learning with your children this year!

Algebra / Algebra Honors

Dear Algebra 1 Families,
 
We are pleased to share with you that Littleton High School is now offering an honors option for our 9th math course. Both Algebra 1 and Honors Algebra 1 are now available. It has long been our goal to encourage more students to engage in honors level work. In addition to offering Honors Algebra 1, we are changing the structure of our honors offering to make it possible for more students to participate.
 
Algebra 1 and Honors Algebra 1 will be taught together in the same classroom. That creates the opening for students to attempt honors, or step back to the regular course, without disrupting their overall schedules. 
 
Our goal is to carefully differentiate instruction within the class. We are working to create class activities and structures so that honors prioritizes better work over more work. (Of course, sometimes better work is indeed more work.)
 
There has always been considerable overlap between Algebra 1 and Honors Algebra 1 and that will show up in class. There will be times that honors and non-honors students will be working together. There will also be times when the honors students will be grouped together. Assignments and assessments will also reflect this reality of considerable overlap paired with differentiated tasks and expectations.
 
The honors section will carry a weighted grade. To balance our desire to see more students attempt honors while respecting the reward of a weighted grade, all students wishing to enroll in the honors group will need to do so within the first six weeks (by September 26). After this six week cutoff students would need to wait until the next semester to make the change. Should a student decide to move from the honors group to the non-honors group they will be able to make that change during the first 12 weeks (by November 7). In summary – a six week window is open to move up and a twelve week window is open to move down. Current grades would carry over from one section to the other. Students making a late change into the honors group may be asked to make up particular honors assignments.
 
If your student’s teacher is concerned about misplacement, we will contact you to discuss next steps. We are excited about the potential offered by a model that lets students observe and attempt honors level work without disrupting their semester schedule. Students will now have up to six weeks to make the honors enrollment decision. As teachers we have the opportunity to more intentionally differentiate instruction for the wide range of students present in any class. We hope that this flexibility will also create openings for conversations at home about which section best meets the needs of your student.
 
As always, you are encouraged to share any questions you might have with your student’s teacher.