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Chaffey High School
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2. Current Quarter B information Updated 7 February 2010 3. Current Quarter C information Updated 7 February 2010 4. Grades Updated 7 February 2010
6. Syllabus Updated 27
December 2009 (in PDF
format; you will need the free
Adobe Acrobat Reader (or equivalent) to view)
9. California State Framework for Algebra Updated 13 September 2009
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Algebra I is our four quarter sequence that teaches a little less than two thirds of traditional Algebra I in four courses (named "Quarters A thru D") mostly aligned with the California State Framework for Algebra.
This course differs from earlier offerings in our district described under the title Mastery Mathematics. Mastery Mathematics (or Mastery Algebra) as originally conceived at Glendale (Arizona) High School and marketed by former Glendale teacher John Booth, prescribes that for a student to pass a module, she/he must pass each test within that module with a score of 80% or higher on each tested concept. In order to qualify to take a test, students must complete 100% of all required assignments. Students who do not complete all required assignments will not be allowed to take the test. Students who do not meet the 80% criterion will be given remediation "correctives" in order to qualify for up to two more tests on those concepts not passed. Students who do not pass a module are automatically scheduled into that same module for the next quarter. Students who repeatedly do not pass a module continue to be rescheduled into that same module for as many times as it takes for that student to "pass." Mastery Mathematics is a classic lock-step, one-size-fits-all approach to instruction and assessment that typifies the excesses and shortcomings of the current "standards-based" model of education.
I do not subscribe to the "one size fits all" philosophy underlying Mastery Mathematics (and much of what is currently being touted as standards/data driven school reform. Teaching and learning will never be a mass produced commodity if we want to get each student to achieve their best. Schools and teachers within our district who reported successful outcomes always applied variations in order to work around the program's intrinsic limitations. Therefore, I depart from as many of the program's mandates as I believe are necessary to accommodate the needs of my students. Understand that every student who learns to problem solve, analyze, synthesize, and evaluate is far better prepared for life, its challenges and opportunities than those whose capabilities never extend past what is necessary for the taking of annual high-stakes multiple choice tests.
Click on the link below for current class information, assignments, pictures from class activities, and selected notes from class. |
Current Quarter B Information Updated 7 February 2010
Current Quarter C Information Updated 7 February 2010
California State Framework for Algebra Updated 13 September 2009
Instructor is
Tom James.
E-mail your comments: 
If you are interested, here is a
short bio about Mr. James.