Renaissance Learning

Accelerated MathTraining of Trainers

Campbell County, TN9/26 & 27, /2011

WELCOME!!

What Accelerated Math Does

Generates individualized assignments

Scores, gives immediate feedback, and records progress

Empowers each student to take control of learning

Identifies which concepts students understand and which they are

struggling with

Getting to Know Powerful Math Practice

Why is practice effective?

MyelinSheath

Neurons

Thicker = faster and better

What makes practice powerful?1. Appropriate

difficulty/challenge

2. Appropriate quantity

3.Distributed review

What makes Practice Powerful?

Let’s practice

Find your name

Class and School

Form Number

Objectives

Work assignments and show the work

Inform teacher

Allow collaboration

p. A23

Select answers

Scoring with the AccelScan Scanner

p. A24

Filling out a NEW scan card

1. Write your name

2. Check the assignment type

3. Write the form number

4. Bubble the form number

5. Bubble the answers

Scan

Principles of Effective Practice

• Dedicate time to practice• Practice what you need to

practice• Practice until you know it• Let instruction inform practice

and let practice inform instruction

• Practice boosts confidence• Review cements learning

Getting to Know Accelerated Math

Content

Teachers work through a cycle

Plan instruction and teach

Print assignments

Score assignments

Provide feedback to the students and you

Report on student progress

An assistant could . . . Accelerated Math can . . .

You control content

AM generates and scores assignments

Students show work and own efforts

Practice is personalized

Ideas behind the design of AM

1 What is Accelerated Math?

2 What content does it have?

3 How do I get the content to my students?

Questions:

• A library is a group of math objectives

• Each library contains all the objectives for a single grade or course; for example, Grade 5 Library or Algebra 1 Library

• You choose which library(s) to use for your class

What is a Library?

•An objective is a math concept; for example: Dividing Whole Numbers by Fractions

• You assign objectives to students and Accelerated Math generates the assignment

•Use existing objective order or reorder objectives to match your curriculum

What is an Objective?

Create an objective list

p. A4

1 What is Accelerated Math?

2 What content does it have?

3 How do I get the content to my students?

Questions:

• Review the Library Guide and Scope and Sequence

• Print Objective List (RP) or Class Objectives List (Desktop) Report

• Reorder objectives to match your curriculum (optional)

• Set state tags

Adding a Library

Add objectives to the Assignment Book

Assign objectives to students

Understand how students advance in their practice

1 Student practice cycle

2 Testing students

3 Review

NOW….

Managing objectives

Students practice objective 1

After they score some Practices . . .

Criteria5 out of last 6 correct;

18 problems max.

met

still workingnot m

et

Practices can have multiple objectives

Objectives “Ready to Work”

Review objectives

Any others that you assign

p. A37

A closer look at the practice criteria

7 8 9 10 11 12 13 15 16 181714

7 8 9 10 11 12 13 15 1817142 3 4 5 61 16

7 8 9 10 11 12 13 15 16 1817142 3 4 5 61

2 3 4 5 61

2 3 4 51 6 117 8 9 10 12

7 8 9 10 11 124 5 61 2 3 13 15 16 1714 18

3 4 5 61 2

Printing Your First Practice

Assign objectives and print first practices

p. 16

Printing First Assignments

1.• Create and name objective list

2• Add objectives to objective list

3• Print Objective List Report

4• Assign objectives to students

5• Print first practice assignments

1 Student practice cycle

2 Testing students

3 Review

NOW….

Are students ready to test?

Criteria for Advancement:

5 out of the last 6 problems correct

p. 16

A closer look at the test criteria

10987654321

10987654321

10987654321

54321

54321 109876

54321 109876

Mastery of an Objective

= Mastered

Criteria for Mastery of an Objective:

4 out of the last 5 problems correct

Edward is ready to test on 3 objectives

The teacher prints a Test for Edward

Edward’s Test has 15 items

Edward scores his Test

He gets 5/5 correctfor objectives 5 & 6 and

3/5 correct for objective 8.

Which state will each objective move to?

Testing considerations

1) no talking2) no resources3) complete in class

Minimum number of mastered objectives (per week)

Grades 1–2 2

3 and up 4

Goals in Accelerated Math

1 Student practice cycle

2 Testing students

3 Review

NOW….

Two weeks after mastering objectives . . .

A closer look at the review criteria

87654321

87654321

87654321

321 4

54321 6

7654321 8

Type of Assignment Content

How Objectives Are

SelectedHow Printed How to Use Criteria to

Advance

Practice

New, unsuccessful, and review objectives

Automatically selected by Accelerated Math after teacher assigns the objective; each practice is individualized

Automatically or by the teacher

Most common type of assignment; use for daily practice

5 out of 6 problems worked correctly to advance to Ready to Test

ExerciseAny objectives the teacher chooses

Teacher selects objectives and number of problems; can be identical or individualized

By the teacher

Use to follow-up a lesson, review objectives, or provide focused practice on specific objectives

5 out of 6 problems worked correctly to advance to Ready to Test

Regular Test

Successful objectives from a practice or exercise

Automatically selected by Accelerated Math; each test is individualized

By the teacher

Use to test mastery after students have successfully practiced an objective

4 out of 5 problems worked correctly to advance to Mastered

Diagnostic TestAny objectives the teacher chooses

Teacher selects objectives; can be identical or individualized

By the teacher

Use to place a student in a library, check for areas of weakness, or advance a student through a library

4 out of 5 problems worked correctly to advance to Mastered

Practice Test Review

__ out of last __ correct

__ out of last __ correct

__ out of last __ correct

___ problems maximum

___ problems maximum

___ problems maximum

_________ _________ _________

5 6

18

Ready to test

4 5

10

Mastered

3 4

8

Reviewed

Monitoring and Routines

1 Monitor practice

2 Keep Track of Progress

Questions:

3 Set routinesOrganize materials

Students engage with their own learning

Score their own assignments

Make their thinking visible

Receive and act on immediate feedback

TOPS Report Feedback for Students

Scan card mistakes?

Showing Corrections

Review within a few minutes, if possible

Start with the bottom of the “oops” pile

Keep the discussion brief

Check for scan card mistakes

An assistant could . . . Tips for reviewing TOPS Reports

1 Monitor practice

2 Keep Track of Progress

Questions:

3 Set routinesOrganize materials

How do you know the status of your class?

Print a Test?Print work or

assign objectives?Check on

assignments?

Group for reteaching?

Intervene?

Activity 1

If students are repeatedly unsuccessful: intervene

= Intervene

The Intervene StateStatus for an objective changes to Intervene if the student does not fulfill the following:

Practice Test Review

18problems(maximu

m)

10problems(maximu

m)

8problems(maximu

m)5 out of 6

correct4 out of 5

correct3 out of 4

correct

If Intervene Practice - print an Exercise for the objective(s) causing difficulty

When student passes Exercise: objective status will change to Ready to Test

Removing the Red

Daily plan for supporting AM practice

1 Monitor practice

2 Keep Track of Progress

Questions:

3 Set routinesOrganize materials

• Gather supplies: paper, scan cards, folders, stapler, and baskets for TOPS Reports

• Make available a computer station with laser printer and scanner

• Establish a student folder system

Prepare Your Classroom

Routines: Working and Scoring Assignments

pp. 35 - 37Handout Page 3

1. Take the assignment and scan card out of my AM folder.

2. Complete the assignment (making sure to show work).

3. Fill out the scan card.4. Scan to get the TOPS Report and next

assignment (if there is one).5. Correct any mistakes and put all of

the work in the right basket.

Student Steps

Ideas for organizing materials

Ensuring a Successful Start

What Resources Do I Have?

80

Getting the Most Guide

81

Click to edit Master title style

82

Access resources

• Getting the Most out of STAR Guides• Software: manuals, live chat• Phone: (800) 338-4204 • Email: answers@renlearn.com• Renaissance Training Center: www.renlearn.com/training

• On-demand sessions• Implementation tips• Getting the Most out of STAR Guides

Independent Study Guide

84

Software: Manuals, Help and Search, Live Chat

Resources in Software:

1. Manuals

2. Help

3. Live Chat:

MATH

PUZZLES AND RIDDLES

SOLVE THIS SEQUENCE

O T T F F

MATH FUN

• Pick a two digit number• Add the digits together• Subtract your answer from the

original number.• Now add the two digits of your

answer together.• Everyone should end up with……

9!!

Pick A Number

• Pick any number.• Add 6.• Subtract 5 from the sum.• Multiply the difference by 3.• Add 3 to the product.• Divide the sum by 3.• Subtract the number you started

with.• Everyone should end up with 2.

IF THE SHOE FITS…...• Write down your shoe size to the nearest

whole number.• Multiply by 2.• Add 39.• Multiply by 50.• Subtract 1950.• Add the current calendar year.• Subtract the year of your birth.• The first two digits are your shoe size and

the other two are your age!!

“Oh no!”

• Write your age today.• Add your age next year.• Add 5.• Divide by 2.• Subtract your present age.

• If your number is not 3, say “Oh no!”

MORE MATH MADNESS

Substitute one letter for another in each word, without changing the sequence, to form a math word.

• fix• file• fight• dunce• court• core• boot• bent• bear

ANSWERS• SIX• FIVE• EIGHT• OUNCE• COUNT• CONE• ROOT• CENT• YEAR

• fix• file• fight• dunce• court• core• boot• bent• bear