What we know…. Use Lisa’s call in number 3 1

Instructional Multiplier Customized and Adaptive Scaffolded Support Active Engagement Accelerated Learning

Initial Placement: Math 5 Diagnostic Exercises Course Level Student A 4.38 Student C 2.25 Student B 3.00 Student D 1.25

AdapTutor Model in Math The AdapTutor model eliminates the random aspects of ordered navigation decisions because it takes into account the course content, the student, and the student's progress. 6

Math Focus on Deep Understanding

Reading Focus on Close Reading

Standards Support Example: What is the relationship between paragraphs 2 and 3 in the passage?

Standards Support For graphic response items, draw a line between matching words or phrases.

Standards Support For editing tasks, choose the correct word or phrase to fill in each blank.

Initial Placement in Reading 12 Diagnostic Exercises Student A 3.50 Student C 5.50 Student B 4.00 Student D 4.50 Passage Lexile Level Fourth Grade Students

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Unparalleled Precision

Standards Mastery

Predictive Power

Real-Time Data: Class-Level Gain Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 Teacher 7 Teacher 8

School-Level Proficiency Prediction

Student-Level Prediction

Learning Resources

What I need to know…. 21 2

On The Horizon: Reading Updated User Interface K New/Updated K-2 LOs Java Removed Flash Removed New MATH content

User Interface Global buttons moved to top

User Interface Tools moved to side bar Scroll function built in

User Interface Page navigation at bottom

New K-2 Content Pearson Editorial Team Developmental Appropriateness Continuum of Support Explicit and Systematic

K-2 Phonics

User Interface: Math Consistent layouts to reduce load Feedback text and icons Visual Cues for Item Types Additional item types

User Interface: Math

New Math Content Integration of mathematical practices in new LOs Developmental Appropriateness Continuum of Support Explicit and Systematic

New Math LOs Presentation Title runs here l 00/00/0031 LO IDLO DescriptionFL StandardFL Standard Text SMMA_LO_02135 Apply the Associative Property of Addition to add three numbers.MAFS.1.OA.2.3 Apply properties of operations as strategies to add and subtract.3 Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) SMMA_LO_02137 Describe fractions in terms of the number of parts in a whole and the relative size of those parts (e.g., larger, smaller).MAFS.1.G.1.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. SMMA_LO_02138 Classify and sort three-dimensional solids based on attributes using formal geometric language.MAFS.6.G.1.4 (R) Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. SMMA_LO_02139 Make a table and a graph when given a rule in the form y = ax or y = x + a.MAFS.6.EE.3.9 (R) Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. SMMA_LO_02140 Apply mathematical process standards to use equations and represent situations.MAFS.7.EE.2.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.