Math

For their first year at SAAS, the following determines how a student is placed:

• transcripts and other information from previous school(s)
• information provided by the family and previous teacher
• placement test scores

Throughout the school year faculty observe, assess, and analyze math performance and annual placement test scores. Each spring faculty make placement recommendations for the following year. 

Our guiding principle, ‘Know the Kid,’ means that we strive for a holistic approach to math placement. In addition to the extensive knowledge teachers have about student learning in their classrooms, placement tests will be used to help us understand cumulative retention from year to year and as one factor in our decisions for subsequent math classes. When used, placement tests will not be reflected in student grades. 

At Seattle Academy, our priority is ensuring students build knowledge, skills, and mindsets that will support them in college and life. We use our knowledge of individual student progress to place students in the math class that best fits the student’s readiness. Before the end of the school year, students and families will receive email communication about a student’s math course for next year.

We will work with families to assess individual students and place them in a class that is mathematically and developmentally appropriate.  Please reach out to the Math Department Chair or Dean of STEM to inquire about specific needs.

As a note, our curriculum prioritizes students’ deep exploration of content and development of numeracy, algebraic thinking, and spatial reasoning skills over volume and speed of procedural acquisition. We take an intentionally conservative approach to math placement in our accelerated courses so that students can build a strong foundation that will set them up for long-term success in mathematics. When a student is placed in an accelerated course before they are ready – both developmental maturity and math readiness – they often struggle in the high school math and college curriculum. 

Occasionally after reviewing a student’s progress in a particular math course, a teacher may recommend that a student change courses. Although course changes are rare, we strive to help each student to fully meet their math potential. The Math Department chair oversees all students’ long-term math plans and placement with the advice of teachers, testing data, and the big picture of students’ course schedules. 

Variety is key! One day students might use technology to make observations and explore patterns, while another day they might investigate a new topic together and report their findings. One week students might work in groups to explore the math supporting a rover’s mission on Mars, while another week students might work at their own pace to develop and grow concepts and procedures.  

By design, we do not offer honors or AP classes; however, we do provide options for challenge and enrichment in each course and we do offer full year Calculus 1, Calculus 2 and Statistics courses. This is communicated directly to colleges, which understand and support this approach. 

View the Math Pathways by Division Below:

Teachers draw from a variety of texts and online sources to develop their curricula and provide students with resources for learning outside of the classroom.