Material Creation

• Learning Plan Creation
• Page Shuffling
• How To Update Assessment Activities
• Emailing Assessment/Progress Check Results
• Binder Breakdown
• S4M Assessment Procedures
• Grading
• Grading Assessments (Lead Instructor Version)
• Grading Samples
• Verbal Assessments
• Grading Assessments (Instructor Version)
• Right Materials
• Assessment Guides provided by Radius
• Overview
• Non Standard Materials
• Kenilworth's guide to Map Testing
• HMM Description
• Higher Math Guide (New Trier)

Learning Plan Creation

Page Shuffling

Steps for Making a Deck In-Center

1. Grade assessment with answer keys on Radius
2. Enter assessment on Radius
3. Write score at top of DA and staple with date and initials
4. Save DA Chart as a resource
5. Continue to make a deck if:
• This is a pre-assessment and the student has scored 35-90%
• This is a progress check and the student scored below a 95%
• This is a post-assessment and the student scored below a 90%
6. Group DAs [if applicable]
7. Create LP and save as a resource
8. Add three chapters of a WOB using the instructions on page [INSERT]
9. Reorder LP with 9 PKs in your order and WOB chapters at the end.
• When reordering:
• Ensure that each group of three PKs contains varied topics
• Consider the “Topic/Sub-Topic” label
• Avoid grouping multiple computation-heavy PKs
• Ensure that some conceptually challenging/interesting topics are in the beginning of the LP, so students are not discouraged by “easy work” right off the bat
• Stagger NF PKs
• If you are creating a new deck after a student has finished a progress check, clean up the LP by reordering the mastered topics to the top.

10. Click “Shuffle Mode”
• Click “Next 9”
• Ensure Max count of skills to shuffle at a time = 3
• Ensure Add Supplemental pages every X page(s) = 6
• Ensure the two checkboxes for “Add page number to file” and “Save to Radius resources” are selected

• Select the first WOB chapter in addition to the 9 PKs. You should have 10 total items selected
• Increase the pace of each PK to 2.
• It can be helpful to group PKs with similar page amounts or change the pace from the default of 2 in order to keep three topics shuffled consistently.
• For the WOB, if assigning Chapter 1, set “Start Page Number” as 2 to avoid printing the WOB cover page. Otherwise, it should be set to the default 1. Ensure that the Bucket = SUPP.

10. • Click “Generate PDFs” [this should create 2 PDFs, one main deck and one supplemental deck of WOB pages]
11. Print main deck and WOB supplement pages
12. Add Progress Check [add post instead if at the end of the LP]
13. Add Progress Check task [set for three months out]
    • Ex. DA - MN3/NFMD Progress
      7/31 ED assigned and added to end of deck

14. Print Progress Check on green paper
15. Put in order in binder: Main deck - PC - supplemental WOB buffer
16. Send results email to parent
17. Update task

How To Update Assessment Activities

Each student should always have 1 open DA (diagnostic assessment) task, corresponding to the blue/green pages currently in their binder.

Every DA task should have the following format:

DA - [DA NAME] - [Pre/Post/Progress]

Naming Conventions:        

Emailing Assessment/Progress Check Results

Binder Breakdown

Here's a quick breakdown of how a Mathnasium binder should work.

Picture	Description
	Each binder should have a Bingo sheet in the left inside cover of the binder.
	Mathnasium Punch Card Holder
	Directly after the Punch Card Holder, there will be a tab divider with 5 different tabs.
	Within the Tab 2 of the binder, a student will find their regular learning plan pages. Notice the "LP_1_of_1" in the top left corner.
	Past the learning plan pages, a student will find either blue pages than green pages.   Note: If a student does not have any green or blue pages present in their binder, please notify a LI/ACD.
	Directly past the green or blue pages will be the supplemental deck. Notice the "SUPP" in the top left corner. These pages should all be workout book pages, as evident by the "WOB" in the bottom right corner.   Note: The student should not work on these pages before completing their green or blue pages. Please also ensure that the student has ten or more of these SUPP pages.
	Tab 3 is used for specific schoolwork supplement. Don't worry about this section if there isn't any material present.
	Tab 4 will contain a student's previously completed assessment work.    If this tab becomes a bit too thick, please notify a LI/ACD/CD.
	Tab 5 will contain all of a student's completed learning plan pages.   If this tab becomes a bit too thick, please remove the pages and dispose of them.

S4M Assessment Procedures

S4M Assessment Guidelines

12/14/2022

<<Planning Notes>>

12/13/22 text copied from S4m Assessment Guidelines 6/2022

What to keep

1. Overview of workflow

2. Radius activity details

3. Checklists in subfolders for incenter use ( who is currently using the checklists?)

What to change

1. Replace with 2019 branded images

2. Add commonly used initials 

3. Refer to assessment selection guide in Radius

4. Refer to workout book selection guide in Radius

5. Finalize heading and formatting after written copy is ready

<</Planning Notes>>

S4M Assessment Guidelines 1

Overview 4

Assessment Quick Guide 6

Assessment Documentation: 6

Grading Assessments: 9

Record Credit: 9

Extension Assessments: 10

Workout Book for initial assessment 12

Assessment Selection Guide 17

 

 

Overview

Unlike many academic subjects, math builds upon itself level by level. Many children have gaps in their math foundation that prevent them from reaching their potential. Mathnasium’s proprietary curriculum ensures that students master math concepts before moving on, giving them the rock-solid foundation needed to succeed at more advanced levels.

Mathnasium builds math comprehension and skills from the ground up, balancing the short-term goal of raising school grades with the long-term goal of math mastery.

[descriptions of the right materials workflow charted below]

Assessment Checklist

• Review student information

• Student age grade

• Learning history and goals

• Complete assessments

• Complete verbal checkup

• Coplete add-on checkup

• Complete Mathnasium Checkup

• Review Results

• If the core assessment is below 40%

• 
  

• If the core assessment between 40%-70%

• 
  

• If the core assessment if above 70%

• 
  

• Create Learning Plan

• Add WOB

• Adjust PK order for shuffling

• Create shuffled deck

• Repeat for secondary deck if needed

• Communicate Results

• Create assessment chart as resources

• Create learning plan report as resources

• Email results to parent with highlights

• Complete Care Call with assessment results

Assessment Quick Guide

The goal of every assessment is to provide the student the right materials at the right time

• Each student must have exactly 1 active learning plan

• Source: verbal, add-on, checkup, and optional extention

• shuffled PKs and WOBs

• Quarterly assessment: progress check or post assessment

• Buffer pages: WOB SUPP 

• Target score ranges

• Pre = 40%-70%

• Progress = +15% every 3 months

• Post ≥ 90%

• Optional secondary learning plan restricted to school topics

• Use 0% grade level assessments to trigger a learning plan

• Rename LP as “School Topics + grade level sources”, e.g. “School Topics - MN6/x6/CP”

• Leave as inactive and print from on demand

• Full post assessment MUST happen before a student jumps up a level. This includes NF, MFF, CP, HSFS, etc. The only exception is when a student has a projected post score ≥

• 95% on a Progress Check for their core assessment (NF and MFF still need to be assessed in full).

• • All WOB assignments must be made through the Workout Book Assignment Guide

Our Result

Children who consistently attend our learning centers enjoy a transformative learning experience and make tremendous strides in comprehension, confidence and grades.

Multiple independent studies conducted by Watson Education have shown that Mathnasium improves student performance on standards-based tests in 20 sessions or fewer.*

More than a half-million parents have trusted us since Mathnasium opened its doors in 2002. But our goal isn’t to be the biggest math education company — just the best.

Assessment Documentation:

When assigning assessments, create a task with the subject “DA – MN#” with an assessment

Assigned.

Include Numerical Fluency, Multiplication Fact Fluency, or Computation as appropriate. Also,

indicate if it is a pre, post, or progress assessment.

Naming Conventions:

Numerical Fluency = NF

Numerical Fluency - Addition Subtraction = NFAS

Numerical Fluency - multiplication division = NFMD

Computation = CP

High School Fundamental Skills = HSFS

Mathnasium Checkup 1-7 = MN1, MN2, MN3, MN4, MN5, MN6, MN7

Extension 1-AR = x1, x2, x3, x4, x5, x6, x7, xAR

Algebra Readiness = AR

Algebra 1A = A1A

Algebra 1B = A1B

Geometry Readiness = GR

Geometry = Geo

Geometry with Proofs = Geo w/ Proofs

HMM Linear = Linear

HMM Quadratic = Quad

HMM Advanced I = Adv 1

HMM Advanced II = Adv 2

HMM Trigonometry = Trig

HMM Pre-Calc Fundamental Skills = PCFS

Examples:

DA – MN3/MFF - Post

DA – MN5/CP - Progress

DA - AR/HSFS - Pre

Radius Activity Comments

Message format should be as follows:

(Date) (Initials) Assigned MN#

(Date) (Initials) Entered MN#; grouped DA,

updated/created LP, added WOB

Choosing the Correct Assessment

Please follow the Assessment Selection Guide [Attached below]. Administer Numerical Fluency

and/or Multiplication Fact Fluency assessments first. The add-ons (NF and MFF) are not only

measure a student’s computation abilities but to also help the director chose the proper

assessment to administer.

􀀀 Numerical Fluency (NF) – Must accompany Mathnasium Checkups 1, 2, and 3.

􀀀 Multiplication Fact Fluency (MFF) – Must accompany Mathnasium Checkups 3

and 4.

􀀀 Computation Assessment (CP) – Must accompany Mathnasium Checkups 5, 6,

and 7.

􀀀 High School

[VerbalAssessment]

0%-35%= Absolutely the wrong assessment. Need to go down a level.

35%-40% = Use caution.

40%-90% = Good to go!

≥ 90% = Make short LP then assess at next level upon completion of LP.

[Please follow-up with the Director of Curriculum if you have any exceptions]

Administering Assessments:

After administering NF/MFF, instruct the student to complete the easy questions on the

Mathnasium Checkup. After the student has answered all the questions that they know how

to do, review with them the remaining unanswered questions. Mark “H” for any questions

for which you provided hints, and mark “T” for any questions that you taught the student.

Turn in all completed assessment pages

Grading Assessments:

Numerical Fluency:

N – No knowledge (3 or more indicators) 0%

A – Awareness (2 indicators) 25%

C – Competent (1 indicator) 50%

M – Mastery (perfect score) 100%

*Note: Indicators include S, N, or FC

Multiplication Fact Fluency:

Y – Yes (correct) 100%

S – Slow (longer than 3-5 seconds) 50%

N – No (incorrect) 0%

Mathnasium Checkup:

Place a checkmark on each correct question, circle incorrect questions, and indicate partial

credit as necessary.

✓ 100%

H 50%

T 0%

Record Credit:

¾ credit can be given for a student able to self-correct once an error was pointed out,

correct answer but not simplified or in the wrong place (eg. the student had the right answer in

their work but posted an incorrect answer on the answer line)

½ credit should be given if you clarify directions, point out the correct operation (subtract and

not add), or help point out an error (“check your subtraction again”)

¼ credit can be given for showing awareness of skill being assessed such as 4 by 2 division with

the right steps but incorrect subtraction.

no credit should be given if you give definitions or show the student how to solve a problem.

“least common multiple is the smallest number that...”, “8% means 8 for each hundred...”

Assessments should be entered in full. For students with multiple assessments, wait until all

assessments are completed to make a new LP. All assessments must be grouped together and

then a new LP can be made. Students will not have more than one LP apart from one inactive

School Topics LP.

Extension Assessments:

Have been developed to extend a student’s current knowledge and allow them to work on various types of application. These are intended to be used in addition to a student’s Mathnasium Level Learning Plan, only once they are ready for supplemental material.

Extensions should only be added if a student scored ≥ 70% on their current grade level or

higher. Anything below will not be permitted.

LEVEL 1 – Pictographs, Tally Charts, and Properties of 2-D Shapes

LEVEL 2 – Pictographs, Bar Charts, Tables, Line Plots, Frequency Tables, and Properties of 2- D

Shapes

LEVEL 3 – Scaled Pictographs, Rotations, Scaled Pictographs, Introduction to Perimeter and

Area, Introduction to Symmetry, Properties of Quadrilaterals, Introduction to 3-D Shapes,

and Polygons

LEVEL 4 – Classifying and Measuring Angles, Parallel and Perpendicular Lines, Properties of

Quadrilaterals, Symmetry, Transformations, Line Graphs, and Scaled Bar Graphs

LEVEL 5 – Classifying Angles and Triangles, Properties of 2-D and 3-D Shapes, Graphing

Coordinates, Line Graphs, Introduction to Volume, Basic Symmetry, and Geometric Nets

LEVEL 6 – Perimeter and Area of Parallelograms and Composite Shapes, Problem Solving with

Perimeter and Area, Surface Area and Volume of Rectangular Prisms, Classifying Triangles,

Box and Whisker Plots, Basic Probability, Identifying Median and Range, Identifying Mode,

Histograms, and Dot Plots

LEVEL 7 – Interior Angles, Surface Area and Volume, Circumference and Area of Circles,

Probability, Scale Factors, Properties of Real Numbers, Complementary/Supplementary

Angles, Vertical Angles, Linear Pairs, Pie Charts, Stem and Leaf Plots, and Central Tendency

Algebra Readiness – The Algebra Readiness Extension Assessment was created from critical

skills found on Geometry Readiness and includes a new Prescriptive on basic scatter plots.

Progress Checks

All students are required to take a progress check at the end of a 9 PK deck or between 8-10 weeks,

whichever comes first.

Recommended Completion Times by Assessment:

Existing students may be able to complete these at faster rate. Encourage all students to

circle questions they haven’t seen yet.

Workout Book for initial assessment

Review Radius Business Tools, business documents for current workout book selection guide

Below is an index of the Mathnasium Level Workout Books.

*For students looking for practice/prep with Geometric proofs, we would

advise also assigning Workout Book 6b.

Assessment Selection Guide

Review Radius Business Tools, business documents for current assessment selection guide

? add individual pages from selection guide?

Grading

Grading Assessments (Lead Instructor Version)

Grading Credit

• Full Credit - Answer is correct

• ¾ Credit - Given for a student able to self-correct once an error was pointed out or there’s a correct answer, which wasn’t simplified or in the wrong place (eg. the student had the right answer in their work but posted an incorrect answer on the answer line)

• ½ Credit - Given if you clarify directions, point out the correct operation (subtract and not add), or help point out an error (“check your subtraction again”)

• ¼ Credit - Given for showing awareness of skill being assessed such as 4 by 2 division with the right steps but incorrect subtraction.

• 0 Credit - Given if you give definitions or show the student how to solve a problem: “least common multiple is the smallest number that...”, “8% means 8 for each hundred...
  

• If a question is marked as "H", this is the equivalent of ½ Credit. An instructor has "helped" a student with the question.
• If a question is marked as "T", this is the equivalent of 0 Credit. An instructor has "taught" a student the question.
  

Tips

• If a question is marked as anything but full credit, the entire PK for that question will be assigned. As a result, feel free to be generous with grading if a student doesn't seem to be performing very well on the assessment.
• If a question asks to list fractions within a lower and upper bound, do not give credit for equivalent fraction
• Please initial and date each page at the bottom right corner.

Filing Assessments (Kenilworth)

Ungraded Bin

If you have any ungraded pages, please place them in the ungraded bin.

In-Progress Bin

If the assessment pages are graded and the student has previously completed assessment pages, please attach the new pages to the the previously completed pages in the in-progress bin.

Completed, Needs Further Action Bin (Lead Instructors)

If an assessment/progress check is completed and graded...

• ...and it has not been entered into Radius yet, please place the assessment at a 90 degree angle in the bin (facing towards your body).
• ...and it has been entered into Radius, please place the assessment normally into the bin. If there are any additional assessments (e.g. NF, CP, HSFS) that a student needs to complete) please make a note of it with a sticky note.

How to know when an assessment is complete:

Blue Pages (Pre/Post Assessments): An assessment is complete when the last page has a double bolded border at the bottom of the page.

Green Pages (Progress Checks): A progress check is complete when the student turns in a page with fewer than six questions. (You will notice that all the progress check pages have a maximum of six questions. It is possible for the last page to have six questions, though it is fairly rare).

Note: If you do not know which bin an assessment should belong in, please turn it in to the Ungraded Bin.

Grading Samples

Picture	Description
	Here is a sample assessment. The instructor has circled the incorrect questions and checked the correct ones. The instructor has initialed and dated the bottom of the page.
	Here is a progress check. The instructor has checked the correct answers and given appropriate partial credit. The instructor has initialed and dated the bottom of the page.

Verbal Assessments

Verbal Checkups are designed to gauge a student's mental math skills with basic arithmetic. There are two verbal assessments:

Numerical Fluency: Addition and Subtraction	Numerical Fluency: Multiplication and Division
This verbal checkup covers basic addition and subtraction facts like 3+5, 13-8, and 2+9.	This verbal checkup covers basic multiplication and division facts like 2 x 5, 12 x 3, and 12 / 3

When to Administer a Verbal Checkup

If you are an instructor with more than two students at your table, try to look for "floating instructors" or a Lead Instructor to administer the verbal checkup. The administering instructor should not answer any other student questions during the testing period.

How to Administer a Verbal Checkup

Note: Verbal Checkups should only be administered by trained instructors who have completed the Radius training.

1. With every verbal checkup, there will be a set of "Student Pages" and a rubric. Place the "Student Pages" directly in front of the student

2. Start at the beginning of the section. Point to the question you would like the student to answer and read it out loud. 

3. Grading

• Y - The student correctly answered the question in the allotted time frame
  
• N - The student incorrectly answered the question
  
• S - The student answered the question correctly but took longer than five seconds to answer.
• FC - Check this box if the student utilized finger counting.
• SC - Check this box if the student utilized skip counting.
  

At the end of each section, there will be a place to mark a student's total mastery with a section.

• No Knowledge - The student demonstrates zero conceptual understanding with the questions asked. In essence, they did not get a single question in that section correct
  
• Awareness - The student demonstrates awareness of the concepts present. Less than half of the answers are correct
• Competency - The student demonstrates competency with the concepts present. More than half of the answers are correct, but one/some of the answers were marked as S, FC, SC, or N.
• Mastery - The student demonstrates complete mastery with the concepts present. All of the questions are correct (with no S, FC, or SC markings).

4. After completing the verbal checkup, please initial and date the bottom of the first rubric sheet.

Tips

• When the Numerical Fluency results are entered into Radius, the only scores that will be entered are the N/A/C/M scores. Therefore, if a student is demonstrating "No Knowledge" on the first half of a section, you may let the student skip the rest of the questions in the section
• The student may be insistent on taking more time to answer each question. Keep the student within a reasonable time frame, for the assessment shouldn't take any longer than five minutes.
• If you are struggling to categorize a N/A/C/M for a specific section, feel free to leave it blank. The person entering the results will extrapolate based on the Y/N results.
• Try to hide the grading rubric from the student. They may be a bit timid if they can actively see that you are grading them on their performance.
• Be mindful of a student's remaining session time. If they have fewer than ten minutes remaining, I would not recommend starting the verbal checkup.

Grading Assessments (Instructor Version)

Grading Credit

• Full Credit - Answer is correct

• ¾ Credit - Given for a student able to self-correct once an error was pointed out or there’s a correct answer, which wasn’t simplified or in the wrong place (eg. the student had the right answer in their work but posted an incorrect answer on the answer line)

• ½ Credit - Given if you clarify directions, point out the correct operation (subtract and not add), or help point out an error (“check your subtraction again”)

• ¼ Credit - Given for showing awareness of skill being assessed such as 4 by 2 division with the right steps but incorrect subtraction.

• 0 Credit - Given if you give definitions or show the student how to solve a problem: “least common multiple is the smallest number that...”, “8% means 8 for each hundred...
  

• If a question is marked as "H", this is the equivalent of ½ Credit. An instructor has "helped" a student with the question.
• If a question is marked as "T", this is the equivalent of 0 Credit. An instructor has "taught" a student the question.
  

Tips

• If a question is marked as anything but full credit, the entire PK for that question will be assigned. As a result, feel free to be generous with grading if a student doesn't seem to be performing very well on the assessment.
• If a question asks to list fractions within a lower and upper bound, do not give credit for equivalent fractions
• Please initial and date each page at the bottom right corner.
• Try not to grade if you have more than two students at your table.
  
• You are not required to grade each green/blue page that your student completes. If you do not know the answer to a problem, please leave it ungraded. It is detrimental to our students if we misgrade their assessments.
• If you have downtime, please feel free to grade a few assessments in the "Ungraded Bin".

Turning in Graded Assessments

Upon grading a blue/green page, ensure that...

• partial credit is given
• each page is dated and initialed

Afterward, please place the graded assessments in the "Ungraded Bin". Don't worry about any of the other bins.

Right Materials

Assessment Guides provided by Radius

The first PDF is a guide to choosing an assessment, the second one is a guide to when and if to use an extension assessment. The last guide helps you better understand numerical fluency results. 

Assessment Selection Guide

 

Extension Assessments

  

NF Levels of Proficiency

  

Overview

To fully comprehend the Learning Plan creation process, I will use a sample student.

Say a student is beginning a new curricular school year. A LI/ACD/CD will assign a pre-assessment for that student to gauge their initial understandings.

Types of Main Assessments

Name	Grade Level Associated	Add-On Assessment
Mathnasium Checkup #0	Kindergarten
Mathnasium Checkup #1	Grade 1	Numerical Fluency: Addition and Subtraction
Mathnasium Checkup #2	Grade 2	Numerical Fluency: Addition and Subtraction
Mathnasium Checkup #3	Grade 3	Numerical Fluency: Multiplication and Division
Mathnasium Checkup #4	Grade 4	Numerical Fluency: Multiplication and Division
Mathnasium Checkup #5	Grade 5	Computation
Mathnasium Checkup #6	Grade 6	Computation
Mathnasium Checkup #7	Grade 7	Computation
Algebra Readiness	Pre-Algebra	High School Fundamental Skills
Algebra 1A	Algebra 1
Algebra 1B	Algebra 1
Geometry Readiness	Geometry
Geometry	Geometry

Based off conversation with a student, a LI/ACD/CD will assign the appropriate pre-assessment. In a multitude of cases, an "Add-On Assessment" may also be assigned based on the student's main assessment. The corresponding "Add-On Assessments" are shown above. Here is a quick description of each "Add-On Assessment"

Name	Description
Numerical Fluency: Addition and Subtraction	A verbal checkup covering basic addition and subtraction arithmetic.
Numerical Fluency: Multiplication and Division	A verbal checkup covering basic multiplication and division arithmetic.
Computation	An assessment targeting multi-digit arithmetic.
High School Fundamental Skills	An assessment targeting a variety of skills in preparation for high school.

Once the student has completed the pre-assessment, it must be graded. Follow the Grading Procedure for more details.

After grading the assessment(s), navigate to Student Management to retrieve the student profile.

Then, find the corresponding assessment and click on "Results"

Once the results have been entered, ensure that the assessment score is within the score guidelines:

Score	Result
0% to 40%	Proceed with caution when making Learning Plan. Or, level down and complete an easier assessment.
40% to 70%	Proceed with Learning Plan process
70% to 100%	If the student is already worked ahead of grade level, proceed with the Learning Plan Process. Otherwise, assign a more difficult assessment.

In this case, a 64% is within the 40% to 70% scoring guideline. We will proceed with the current results.

If there are no Add-On assessment assigning in conjunction with the Main Assessment (e.g. NFAS, NFMD, HSFS), click on "Add LP". This will add a new learning plan centered around the student's areas of improvement. Click on "Edit" for the active learning plan, highlighted with a blue checkmark.

You will see a list of all the PK's in the student's learning plan. Click on "Add New Items" to add a Workout Book.

In the search dialog, search for the corresponding Workout Book by searching up "m" + the level of the checkup. For example, since this student has completed Mathnasium Checkup #4, I would search "m4". Then, select the first three chapters of WCH Workout Book.

If a student is on a Algebra, Geometry, or HMM Learning Plan, assign the respective WOB_Algebra or WOB_Geometry instead of the typical WCH Workout Books. 

Scroll to the bottom of the page. Click on "Add Selected"

Once you return to the Learning Plan Manager, click on "Shuffle Mode". This will open up a new dialog. 

Then, click the "LP Order" column header in the table. There should be an upward facing arrow next to the words "LP Order". This ensures that the PK's have been sorted by LP Order.

Assuming that you have seen the Mathnasium material for an appropriate amount of time, you will have noticed that each binder consists of a variety of topics. Each topic is known as a Prescriptive, or a "PK". Since students become fatigued when receiving too much repetitive material, we want to ensure that consecutive PK's have different "Topics". For each deck, we typically assign 9 PKs with 1 WOB. When observing the first 9 PKs in the student's Learning Plan Manager, ensure that consecutive PK's do not have the same "Topic". Re-arrange the skills by dragging each PK with your cursor. 

Then, drag the first chapter of the 3 WOB's you added earlier. Place the WOB directly after the 9 PKs.

For each of the 9 PK's, increase the pace to "2".

Optional: Change the "Start Page Number" to 2 of the WOB if it is Chapter 1.

Then, click on "Next 9" and select the additional WOB.

Click on "Generate PDFs". The new deck and supplemental deck will be added under "Resources" in the student profile. Print these pages out.

Next, you will assign them a progress check. On the active learning plan, click on the "Add" button to add a progress check.

A pop-up will appear. Please scroll to the bottom and click "Save and Print".

The file of the progress check will be automatically saved to your computer. Please print this out.

For an explanation on where to place the new pages and progress check, follow this guide.

Tasks

To keep track of a student's assessments/progress, we utilize the Radius to keep records of a student's learning plan. Scroll down to "Activities" and find the appropriate assessments. Since this student completed the Mathnasium Checkup #4 assessment, the active Diagnostic Assessment (DA) task will be abbreviated as "MN4".

See the Task Creation Guide for more details.

Click on "Edit". You will see that on 8/1, ES Assigned the Mathnasium Checkup #4 pre-assessment and placed it in the student binder. Since we have just entered and adjusted the LP based on the pre-assessment results, you will record "(Date)  (Initials) Entered, adjusted LP". 

Note: For each assessment a student completes, we will also send a corresponding email to the parents informing them of the student's results. 

Click "Save" and "Complete" this task, for the assessment is complete. Next, create a new task for the new progress check you assigned. 

Click "Create Activity" and name the task according to the guide. In this scenario, the new task should be named "DA - MN4 - Progress". For the due date, every 3-PKs corresponds to 1 month. In the description, "(Date) (Initials) Assigned, printed, and added to binder".

Once the student has completed the progress check you just assigned, follow this guide.

Non Standard Materials

Kenilworth's guide to Map Testing

MAP testing is used to provide a percentile based ranking of a students math ability. 

Sections of the MAP test

There are 4 core areas depending on grade

• 2nd - 5th grade:
  • Operations and Algebraic Thinking
  • Numbers and Operations
    
  • Measurement and Data
    
  • Geometry
• 6th Grade +:
  • Operations and Algebraic Thinking:
  • The Real and Complex Number Systems:
  • Geometry
  • Statistics and Probability

What is the purpose of MAP testing?

The most common reason for parents to inquire about MAP testing is because they want to get into an advanced class in their school and MAP testing is one of three tools used to determine eligibility (along with grades and Teacher Recommendation). In Kenilworth the advanced classes start in 6th grade (include link to NEW trier math program). Generally teachers are looking for scores in the 90th percentile demonstrated over a couple of tests for about a year or longer. 

Sample MAP scores

What you will need to set up MAP testing:

• The Student's MAP Scores
• A Khan academy Teacher account
  • The ability to create accounts for students (Go here and Select teacher role)
  • A Khan academy class created for the purpose of MAP testing
• An iPad or computer when working on MAP testing. 

Go to the Khan academy teacher dashboard (https://www.khanacademy.org/teacher/dashboard) and then click the dots next to your course listing.  You can create a student account if you have properly enabled the teacher account for yourself and doing it in this way will enable you to assign scores and units without waiting for them to join the class. 

Once you have added a student you can go here (MAP testing page: https://www.khanacademy.org/math/mappers) to add a student's scores. Note: If your school doesn't provide exact scores try to use their RIT score and their performance in each category to approximate the correct range for the student. 

Click here to learn how to setup student scores.

Guide to Setting up student scores: https://support.khanacademy.org/hc/en-us/articles/236355907-How-do-I-use-MAP-Recommended-Practice-Mappers-on-Khan-Academy

Because this isn't designed as a typical Khan Academy course you will need to add the specific units that a student should work on. This ensures the specific material will be located in their mastery goals instead of their general practice in their class courses as you can see from the example below.

Example student page

To assign a units simply click on the unit recommendation from the MAP testing page and click assign in the top right. Select the class, student and due date and make sure to do this for all 4 units. 

Once this has been done you will need to send the login credentials to the parent via email or make sure that the student is set up with a tablet to work on when they come in. 

HMM Description

HMM Fundamental Skills

• Although this assessment is dubbed as "Fundamental", it isn't necessarily easier than the HMM assessments. Instead, it provides a preview to the other HMM assessments, like HMM Linear and HMM Quadratic.
• Who should take this assessment? Students with a history of struggling in Algebra 1 heading into Algebra 2. HMM Fundamentals provides a nice refresh and review of Algebra 1.

HMM Linear

• Covers: Function operations, composition of linear functions, piecewise, graphing piecewise, plotting inverse,
  three equation systems, real-world applications of inequalities, linear programming.
• Who should take this assessment? Students with a history of struggling in Algebra 1 heading into Algebra 2. If the student is willing in come into the center for a long period of time, this assessment will work well to prepare them for Algebra 2.
  

HMM Quadratic

• Covers: Conjugates, imaginary numbers, interval notation, parts of a parabola, writing equations of parabolas,
  quadratic inequalities, interpreting the vertex, quadratic modeling, quadratic problem solving.
  
• Who should take this assessment? Students with a history of struggling in Algebra 1 heading into Algebra 2. If the student is willing in come into the center for a long period of time, this assessment will work well to prepare them for Algebra 2.

HMM Linear and HMM Quadratic should be used in conjunction if a student is willing to spend a sizable amount of time preparing for Algebra 2.

HMM Advanced I

• Covers: Rational exponents, simplifying radicals, function transformations, exponential graphs, sketching absolute
  value, sketching square root, sketching rational functions, simplifying rational expressions, even and odd
  functions, graphing circles, combined variation, polynomial division, function transformations,
  exponential equations, exponential modeling.
• This assessment covers a respectable chunk of New Trier Algebra 2 3L curriculum. All concepts on HMM Advanced 1 should be covered by New Trier Algebra 2 3L curriculum, but NT may cover concepts not listed in HMM Advanced 1.
• Who should take this assessment? Any student that is willing to spend session time working on Mathnasium material during their Algebra 2 school year. This assessment will likely be used for first semester NT students.

HMM Advanced II

• Covers: Conic sections, complex numbers, logarithms, exponential equations and inequalities, radical equations
  and inequalities, rational equations and inequalities, graphing rational equations, asymptotes, end
  behavior, continuity, roots, extrema, multiplicity, average rate of change, Decartes’ Rule of Signs,
  Rational Root Theorem.
• This assessment does cover a few NT Pre-Calculus topics, but mainly targets advanced NT Algebra 2 concepts.
• Who should take this assessment? Any student that has completed HMM Advanced I or proficient in HMM Advanced I. This will likely be used for second semester NT students.

If this assessment is assigned, please exclude: Questions 1, 2, 3, 4, 5, 6.

Higher Math Guide (New Trier)

Geometry

Algebra 2