Core Progressâ¢ for Math - Renaissance Learning

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$Accelerated Math for Interventionâ¢ - Renaissance Learning$

Figure 5: Accelerated Math Live Student Record ReportStudent Record ReportPrinted Thursday, October 6, 2011 12:22:20 PMSchool: East Elementary School Reporting Period: 09/01/2011 - 10/06/2011(2011-2012)Adams, DerekID: DADAM Class: Grade 2Grade: 2 Teacher: DeMarco, C.Active ObjectivesLibraryObjective Ready TestAverage Percent CorrectRegular DiagnosticObjectivesCode To Test Completed Practice Exercise TestTest14. ˜ Represent a 3-digit number as hundreds, tens, and ones DMG2-014 67 4 / 6 - - -15. ˜ Determine the 3-digit number represented as hundreds, tens, and ones DMG2-015 67 4 / 6 - - -Summary: 2 Objectives 67% - - -Mastered ObjectivesLibraryAverage Percent CorrectObjectivesObjectiveCodeDateMastered Practice ExerciseRegularTestDiagnosticTest Review1. ˜ Read a whole number to 1,000 DMG2-001 09/06/11 100 6 / 6 - 80 4 / 5 - -2. ˜ Determine the word form of a whole number to 1,000 DMG2-002 09/08/11 75 9 / 12 - 70 7 / 10 80 4 / 5 -3. ˜ Complete a skip pattern starting from a multiple of 2, 5, or 10 DMG2-003 09/09/11 83 5 / 6 - 80 4 / 5 - -4. ˜ Complete a skip pattern of 2, 5, or 10 starting from any number DMG2-004 09/13/11 100 6 / 6 - 100 5 / 5 - -5. ˜ Count on by 100s from any number DMG2-005 09/15/11 83 5 / 6 - 70 7 / 10 80 4 / 5 -6. Identify odd and even numbers between 100 and 1,000 DMG2-006 09/19/11 83 5 / 6 - 80 4 / 5 - -7. Solve problems involving the concept of odd and even numbers DMG2-007 09/21/11 75 9 / 12 - 60 6 / 10 80 4 / 5 -8. Answer a question using an ordinal number up to "twentieth" DMG2-008 09/22/11 83 5 / 6 - 80 4 / 5 - -9. Determine the value of a digit in a 3-digit number DMG2-009 09/26/11 100 6 / 6 - 80 4 / 5 - -10. Determine which digit is in a specified place in a 3-digit whole number DMG2-010 09/27/11 83 10 / 12 - 100 5 / 5 - -11. Determine the result of changing a digit in a 3-digit whole number DMG2-011 09/28/11 83 10 / 12 - 80 4 / 5 - -12. Model a number using hundreds, tens, and ones to 1,000 DMG2-012 10/03/11 91 10 / 11 - 100 5 / 5 - -13. Recognize a number from a model of hundreds, tens, and ones to 1,000 DMG2-013 10/05/11 83 5 / 6 - 80 8 / 10 80 4 / 5 -Summary: 13 Objectives 85% - 79% 80% -1 of 1˜Designates a core objective. Core objectives identify the most critical objectives to learn at each grade level.The Student Record Report in Accelerated Math Live enables teachers to monitor students’ mastery of successive skills from the CoreProgress learning progression.16
School: Pine Hill Middle SchoolClass: 5th Hour MathCurrent SS (Scaled Score): 741 Test Date: 9/5/2013Jasmine's Current PerformanceSchool BenchmarksaThis student was given extra time to complete the test.Printed Thursday, September 5, 2013 4:15:12 PMCurrentTeacher: Mrs. T. Wi liamsSTAR Math EnterpriseIn the landmark report, Knowing What Students Know, the authors establish learning progressions as thefoundation for assessment. Specifically, the authors state, “models of student progression in learning shouldunderlie the assessment system, and tests should be designed to provide information that maps back to theprogression” (Pellegrino, Chudowsky, and Glaser, 2001, p. 256).In a 2011 paper, Pellegrino, one of the report’s authors, suggested that learning progressions can guidethe specification of learning performances, which in turn can guide the development of tasks that enableeducators to infer students’ level of competence for the major constructs that are the target of instruction andassessment. If assessments are developed from a progression, they can provide a continuous source ofevidence as student learning evolves toward increasingly sophisticated levels of understanding and skills.Because of the strong statistical correlation between STAR Math Enterprise and Core Progress, students’scaled scores (from STAR Math Enterprise) are their entry point into the learning progression, enablingresearch-based inferences about which skills they have likely already developed, which skills are ready to bedeveloped, which skills and understandings need remediation, and which skills will likely develop soon. Thinkof a student’s STAR Math Enterprise score as the entry point into the learning progression. (See Figure 6)Figure 6: STAR Math Enterprise provides your entry point into Core Progress1400College &CareerReadySkillsRemainingto LearnInstructional Planning Reportfor Jasmine Major1 of 2STAR Math Test ResultsGrade: 7Algebra Readiness: Jasminehas not yet me the algebra readiness grade level expectations.Projected SS for 06/16/14: 785 Based on research, 50% of students a this student's level wi l achieve this much growthCurrentProjectedMr. Steward is buying a house. He can spend no more than31% of his income on monthly house payments. If he earns$4,600 per month, what is the largest monthly housepayment he can make?A $148B $1,480C$1,426741SkillsReadyto LearnScaled Score 550 600 650 700 750 800 850Skills to LearnProjectedûUrgent Intervention ûIntervention ûOn Watch ûAt/Above BenchmarkJasmine's recent STAR Math scaled score(s) suggests these ski ls from Core Progress learning progressions would bechallenging, but no too di ficult for her. Combine this information with your own knowledge of the student and use yourprofessional judgment when designing an instructional program. Use the Core Progress learning progressions to see howthese ski ls fit within the larger context of the progression.K-8GR7Students draw and construct geometrical figures and describe the relationship between figures with di ferent a tributes.GeometryThey solve real-world and mathematical problems involving angle measure and the area of 2-dimensional figures. Theysolve real-world and mathematical problems involving the surface area and volume of 3-dimensional figures.7 Relate volume found using unit cubes to multiplication of edge lengths in a right rectangular prism77 WP: Find the volume of a right rectangular prism with fractional edge lengths using formulas7 Plot coordinates to form a polygon on the coordinate plane7 Find a side length of a polygon on the coordinate plane» Find the volume of a right rectangular prism with fractional edge lengths using formulasD $1,3267 Ratios and Proportional RelationshipsStudents analyze proportional relationships in real-world and mathematical problems. They write equations to representa proportional relationship. They solve multi-step real-world and mathematical ratio and percent problems.7 Understand the concept of a unit rate77 Identify an input-outpu table that contains values for a given ratio7 Find missing values in a ratio table7 Graph in the coordinate plane the values of a ratio table7 WP: Use tables to compare ratios7» Determine a unit rate» WP: Solve a unit rate problem7 The Number System» Designates a core ski l. Core ski ls identify the most critical ski ls to learn at each grade level.SkillsMastered0EarlyNumeracy17
Page 1 and 2: Integralcomponents ofAccelerated Ma
Page 3 and 4: ContentsExecutive Summary..........
Page 5 and 6: IntroductionOver the last decade, m
Page 7 and 8: Evolution of the Core Progress lea
Page 9 and 10: Phase II: Revised scope and sequenc
Page 11 and 12: Prerequisite mapping in Core Progre
Page 13 and 14: Figure 2 offers a different way to
Page 15 and 16: Figure 3: Correlation of STAR Math
Page 17 and 18: Phase V: Building a new learning pr
Page 19: Core Progress : an integral compon
Page 23 and 24: ConclusionThe goal of school distri
Page 25 and 26: CORE PROGRESS FOR MATH LEARNING PRO
Page 27 and 28: CORE PROGRESS FOR MATH LEARNING PRO
Page 29 and 30: CORE PROGRESS LEARNING PROGRESSION
Page 37 and 38: Heritage, M. (2009). The case for l
Page 40: AcknowledgementsDr. Karin Hess, Sen

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Core Progressâ¢ for Math - Renaissance Learning