Teacher: Mary Kathryn Shepherd

Subject: Math 6

2016-2017 FMS Winter MAP Reflection

It is our goal as a school to have 75% of our students achieve their target growth goal on MAP by
spring of 2017, as well increase their overall ready score on SC Ready by two percentage
points by the end of the 2016-2017 school year in ELA and Math. Please use the sheets below to
reflect on your Fall MAP scores in 2016.

1st Academic:
Based on your students Winter RIT scores, list the percentage of students who
are currently considered not met, approaches, met, and exceeding.

Class % Not Met % % Met % Exceeding

Approaches
Math 6 23.81% 66.67% 9.52% 0.0%
5 out of 21 14 out of 21 2 out of 21 0 out of 21

Area of Strength: The area of strength for this class is the Real and Complex
Number System
Low: 12 Avg: 4 Hi: 5

Area of Weakness: There is not one specific area of weakness.

Algebraic Thinking and Operations:
Low: 14 Avg: 6 Hi: 1
Data Analysis, Statistics, Probability:
Low: 14 Avg: 6 Hi: 1
Geometry and Measurement:
Low: 14 Avg: 5 Hi: 2

To what do you attribute this strength? To what do you attribute this

weakness?

We have spent a great deal of time this year, during the number systems units,
discussing the real and complex number system. At this point, all of the number systems
standards have been addressed with math 6. Thus, it makes sense that this is their
strongest area. When the students took the Winter MAP, we had completed the number
systems standards and the ratios and proportions standards. Both of these fall under the
real and complex number systems goal. At the time of MAP testing, students had not yet
been exposed to the algebraic thinking and operations, data analysis, statistics,
probability or geometry and measurement standards unless it was on ALEKs. I expect
students to show an increase in scores in these areas during the Spring MAP Testing.

Percentage of students who show growth Percentage of students who show no

from fall to winter: growth OR negative growth:
14 out of 19 students showed growth 5 out of 19 students showed negative
73.68% growth
26.32%

List all students who show no growth or negative growth:

Two students are new to this class and do not have a Fall MAP score. They are not
included in the percentages above. They are included in this listing with an asterisk
beside their names.

*Roberto Barahona - ESOL Level 1 - no fall data

Alana Burke - 3 points negative growth
*Evelynn Harrison - no fall data
Jenna Myers - 7 points negative growth
Sarah Ordonez-Ramos - 1 point negative growth
Cole Patrick - 1 point negative growth
Terrika Smalls - 1 point negative growth

What are your specific plans for skill remediation in your own classroom? How
will you document progress and monitor success?

I plan to continue to use small group instruction in my class 3 to 4 times a week. When
grouping these students, I intend to focus on RIT scores and student needs. A student
who is struggling in a high RIT band will be moved to a lower group. A student who is in a
lower RIT band and experiencing success will be moved to a higher group. I will continue
scaffolding my lessons and adjusting the examples for groups based on their levels. For
example, higher groups may get harder examples to challenge them. This will allow me
to continue pushing students to be their best. I plan to continue modifying major
assessments in order to meet students where they are and promote growth.

In regards to skill remediation, I plan to continue to incorporate lessons that spiral skills
from previous lessons. For example, when I teach one-step equations, I plan to spiral in
rational numbers so that students are reviewing those concepts as they are solving the
equations. I will also continue to spiral skills during warm up time. Utilizing USA Test-Prep
or Go Formative to create weekly spiral assessments that allows me to gather data on
student knowledge and skills needing review will be very beneficial. This monitoring will
assist in planning review units. I would much rather spend my time reviewing skills
students need to review, rather than reviewing skills they have mastered. I can also use
this data to formulate small group review sessions. For example, students who do not
need to review fractions could be working with ALEKs to help continue to build their skills
in other areas, while I focus on working with students who need to review fractions in
small group instruction.

Student progress, through major and minor assessments as well as formative

assessments such as warm ups, homework, and closure activities will continue to be
documented and analyzed. Weekly progress in ALEKs will be monitored to ensure
students are striving to complete their 10 weekly topics. Conferences will be planned
with students during GATOR times to discuss their individual Winter MAP scores and to
identify and address the areas they need to focus on in ALEKs. A new ALEKs incentive
will be introduced and awarded in my classroom. The top ALEKs topic earner of the week
will be able to sit in a comfy chair at the back of the room. This strategy will hopefully re-
motivate my students to work in ALEKs allowing them to review skills they do not
remember and learn skills they have not yet been taught.

What are your specific plans for test review? How will you ensure coverage of
all skills? What programs/activities will you use to review for end-of-year
tests?

As a teacher new to FMS, to the grade level, and SC Ready testing, I will rely heavily
upon my collaboration team as I plan test review. I plan to discuss with my collaboration
team what skills typically need the most review. I will use backwards design planning to
make sure all skills are re-addressed in the review sessions and to that I have enough
time to spend on each review topic. I will also rely heavily on the results from the Spring
MAP test when planning my review. I can see from the learning continuum in NWEA that
in the real and complex number systems goal, students struggled with proportions and
fractions. An extensive review on these topics to ensure upwards progress for students in
their RIT will be planned. As for the areas of weakness, data from the Spring MAP will be
analyzed since these scores will be more indicative of student growth and needs.
Formative and summative assessments will be incorporated throughout the review units
to ensure students are retaining information and staying focused during review sessions.
Some programs and activities that may be implemented are Khan Academy lessons for
independent review based on RIT bands and ALEKs for independent review work. USA
Test Prep or another assessment for weekly skills quizzes will guarantee students are
remembering and retaining information and allow me to gather data and pull students,
who are not retaining information, into small groups for more direct instruction. Utilizing
multiple, and a variety of, review methods will prevent student boredom during reviews.
Plickers, paint chips to answer questions, Kahoot games, and grudgeball games are some
favored tools that I will most likely use. As mentioned previously, as needed for intense
review, I will also use small group and direct instruction.

2nd Academic:
Based on your students Winter RIT scores, list the percentage of students who
are currently considered not met, approaches, met, and exceeding.

Class % Not Met % % Met % Exceeding

Approaches
Math 6 Honors 4.76% 28.57% 61.90% 4.76%
1 out of 21 6 out of 21 13 out of 21 1 out of 21

Area of Strength: The area of strength for this class is also the Real and
Complex Number Systems with Data, Statistics and Probability
 a close second.
The Real and Complex Number System
Lo: 3 Avg: 4 Hi: 14
Data Analysis, Statistics and Probability:
Lo: 5 Avg: 3 Hi: 13
Area of Weakness: The areas of Algebraic Thinking and Operations and Geometry
and Measurement were both areas of weakness.
Algebraic Thinking and Operations:
Lo: 3 Avg: 10 Hi: 8
Geometry and Measurement:
Lo: 3 Avg: 10 Hi: 8

To what do you attribute this strength? To what do you attribute this

weakness?

We have spent a great deal of time this year discussing the real and complex number
system during number systems units. At this point, all of the number systems standards
have been addressed with math 6 honors. Thus, it makes sense that this is their
strongest area. When we took Winter MAP, we had completed the number systems
standards and the ratios and proportions standards, both of which fall under the real and
complex number systems goal. Students also tested strong in data analysis, statistics
and probability. I believe this is because they are placed in the 7th grade math ALEKs
class and are being exposed to topics like mean, median, range, mode and other data
analysis standards through ALEKs. These standards are typically easy for a high
achieving, intrinsically motivated student to grasp. At the time of MAP testing, students
had not yet been exposed to the algebraic thinking and operations or geometry and
measurement standards unless it was on ALEKs. I expect these areas to show increased
growth during the Spring MAP Testing.

Percentage of students who show growth Percentage of students who show no

from fall to winter: growth OR negative growth:

14 out of 21 students showed positive 6 out of 21 students showed negative

growth growth
66.67% 1 out of 21 students showed no growth
33.33%
List all students who show no growth or negative growth:

Zackary Bridenstine - 3 points negative growth

David Dickson - No growth
Hayden Hysner - 2 points negative growth
Ryan Repik - 1 point negative growth (504)
Parker Shiflett - 2 points negative growth
Jude Snyder - 1 point negative growth
Keadra Wilson - 8 points negative growth

What are your specific plans for skill remediation in your own classroom? How
will you document progress and monitor success?
I plan to continue to use small group instruction in my class 3 to 4 times a week. When
grouping these students, I plan to focus on RIT scores and student needs. If I find a
student who is struggling but in a high RIT band, I will move that student down to a lower
group. If I find a student who is succeeding, but in a lower RIT band, I will move that
student to a higher group. I will continue scaffolding my lessons and adjusting the
examples for groups based on their levels. For example, higher groups will have more
difficult examples introduced to challenge them. This will allow me to continue pushing
students to be their best. Unlike math 6, I will not modify major assessments for my
honors students. I expect them to perform at a higher level than math 6 and do not feel
they need modified assessments for extra support.

In regards to skill remediation, I plan to continue to develop lessons that spiral skills from
previous lessons. For example, when I teach one-step equations, I plan to spiral in
rational numbers so that students are reviewing those concepts as they are solving the
equations. I also plan to continue to spiral skills during warm up time. Beginning the use
of USA Test-Prep or Go Formative to create weekly spiral assessments will allow me to
discern what students know and what skills need to be heavily reviewed. This monitoring
will assist in planning the review unit and allow me to spend my time wisely reviewing
what students need to visit again, rather than reviewing the mastered skills. This data
will also provide a basis for formulating small group review sessions. For example,
students who do not need to review fractions could be working in ALEKs to build their
skills in other areas, while I focus on the students, in small group instruction, who need
to review fractions.

I plan to continue documenting student progress through major and minor assessments,
as well as, formative assessments such as warm ups, homework, and closure activities. I
will continue to monitor progress in ALEKs weekly and ensure students are striving to
complete their required weekly 10 topics. Conferencing with students during GATOR time
will allow me to talk with them about their Winter MAP scores and to discuss what the
areas they need to focus on in ALEKs. A new ALEKs incentive will be introduced in my
classroom. A soft, comfortable chair will be available in the back of my room for the top
ALEKs topic earner of the week to sit and relax in while working on ALEKs. This reward
should encourage and motivate my students to work in ALEKs, reviewing skills already
learned and acquiring some skills not yet introduced or taught.

What are your specific plans for test review? How will you ensure coverage of
all skills? What programs/activities will you use to review for end-of-year
tests?

As a teacher new to FMS, sixth grade, and to SC Ready testing, I will rely heavily upon
my collaboration team as I plan test review. I plan to discuss with my collaboration team
what skills typically need the most review. I will use backwards design planning so that
all skills are re-addressed in the review sessions and adequate time is allotted for each
review topic. I will also rely heavily on the results from the Spring MAP test and the
disaggregation and analysis of those results when planning my review. I realize from the
learning continuum goal that students struggled with fraction operations, ratios and unit
rates in the real and complex number systems unit of study. An extensive review on
these topics will ensure students can level up in their RIT. In regards to their areas of
weakness, I will use data from the Spring MAP which will reflect progress more accurately
since students have not yet learned that material in class. Based on how students are
currently doing in class, I know that they will need review in simplifying expressions with
the distributive property, so I plan to review this topic extensively as well. I will use
formative and summative assessments throughout the review units to ensure students
are retaining information and staying focused during review sessions. Some programs
and activities that may be implemented are Khan Academy lessons for independent
review based on RIT bands and ALEKs for independent review work. I plan to use USA
Test Prep or another assessment for weekly skills quizzes to make sure students are
remembering and retaining information, and in order to gather data and pull students,
who are not retaining information, into small groups for more direct instruction. Multiple
different review methods, such as Plickers, paint chips to answer questions, Kahoot
games, and grudgeball games will be utilized so students do not get bored during the
review. Due to the fact that this class is an honors class, several challenging topics, such
as integer operations, are taught in the curriculum. During the review for SC Ready, I will
not use examples that contain 7th grade topics. I want the review to focus on 6th grade
skills. After SC Ready testing, in preparation for next years Pre-Algebra, I will review as
many 7th grade skills with my students as time allows.

3rd Academic:
Based on your students Winter RIT scores, list the percentage of students who
are currently considered not met, approaches, met, and exceeding.

Class % Not Met % % Met % Exceeding

Approaches
Math 6 37.5% 33.33% 29.17% 0%
9 out of 24 8 out of 24 7 out of 24 0 out of 24

Area of Strength: This class was strongest in the Geometry and Measurement
strand with the Real and Complex Number System being their
second strongest.
Geometry and Measurement:
Low: 9 Avg: 5 Hi: 10
Real and Complex Number Systems:
Low: 9 Avg: 7 Hi: 8

Area of Weakness: The areas of weakness for this class was Algebraic Thinking
and Operations and Data Analysis, Statistics and Probability.
Algebraic Thinking and Operations:
Lo: 12 Avg: 8 Hi:4
Data Analysis, Statistics, and Probability:
 Lo: 13 Avg: 4 Hi: 5

To what do you attribute this strength? To what do you attribute this

weakness?
We have spent a great deal of time this year discussing the real and complex number
system during number systems units. At this point, all of the number systems standards
have been addressed with math 6. Thus, it makes sense that this is one of their strongest
areas. When we took Winter MAP, we had completed the number systems standards and
the ratios and proportions standards, both of which fall under the real and complex
number systems goal. Students in this class tested strongest in the geometry and
measurement goal. I attribute this to the ALEKs math program and to the fact that math
6 students are generally very visual learners. They like to see pictures and they gravitate
toward pictures in ALEKs. The geometry and measurement unit contains many pictures
for them to analyze. Both of my math 6 classes struggle with reading comprehension, so
they often choose not to work on topics in ALEKs that require reading. Pictures are easier
for them to digest; thus they tend to work on these topics. I believe that exposure to
geometry/measurement standards in ALEKs is allowing them to gain strength in this
area. At the time of MAP testing, students had not yet been exposed to the algebraic
thinking and operations, geometry and measurement, or data analysis standard unless
through ALEKs. I expect my students to continue to grow in these areas for Spring MAP
Testing.

Percentage of students who show growth Percentage of students who show no

from fall to winter: growth OR negative growth:

17 out of 20 students showed growth 3 out of 20 students showed negative

85% growth
15%
List all students who show no growth or negative growth:

Two students are new to this class and do not have a Fall MAP score. They are not
included in the percentages above. They are included in the listing below with an
asterisk beside their names. The Winter MAP score of one student decreased while
another student's Winter MAP score increased. However, both of these students are new
to the school and did not MAP test with me in the fall or winter. Their data was pulled
from Enrich. They are not included in the percentages above, but the student who
decreased is listed below with an asterisk.

*Kelbon Baxter - no fall data (IEP)

*Jaren Boyd - 2 points positive growth - new to FMS, did not Fall/Winter MAP test with me
Reecel Trey Diggs - 6 points negative growth
*Connor Mansour - 2 points negative growth - new to FMS, did not Fall/Winter MAP test
with me
*Phoebe Morin - no fall data
Pasquale Sullivan - 3 points negative growth (IEP)
Madison Walsh - 11 points negative growth
What are your specific plans for skill remediation in your own classroom? How
will you document progress and monitor success?

I plan to continue to use small group instruction in my class 3 to 4 times a week. When
grouping these students, I plan to focus on RIT scores and student needs. Any student,
who is in a high RIT band but struggling, will be moved to a lower group. Any student
succeeding but in a lower RIT band will be moved to a higher group. I will continue
scaffolding my lessons and adjusting the examples for groups, based on levels. For
example, higher groups may have harder, more challenging examples. This allows me to
continue pushing students to do and be their best. Modification of major assessments, in
order to meet students where they are, will continue as a part of my planning.

In regards to skill remediation, lessons will be planned and prepared that spirals skills
from previous lessons. When teaching one-step equations, for example, rational numbers
will be spiraled requiring students to review those concepts as they are solving the
equations. I also plan to continue to spiral skills during warm up time. Utilizing USA Test-
Prep or Go Formative, to create weekly spiral assessments, will permit me to ascertain
what students know and what skills need to be heavily reviewed. This monitoring will
also benefit me in planning the review unit so that time spent reviewing will be centered
on items that need review and not concepts that have already been mastered. This data
will also assist me in formulating small group review sessions. Students who do not need
to review fractions will work in ALEKs to help continue to build their skills in other areas
while students who need to review fractions are my focus in small group instruction.

I plan to continue documenting student progress through major and minor assessments
and formative assessments such as warm ups, homework, and closure activities.
Progress in ALEKs will be monitored weekly as usual ensuring students are striving to
complete their 10 topics weekly. Conferencing with students during GATOR times about
their Winter MAP scores and discussing what areas they need to focus on in ALEKs will
benefit both me and my students. A new ALEKs incentive in my room will be for the
weekly top ALEKs topic earner of the week to sit in a comfy chair at the back of the room
while working on ALEKs. This strategy will hopefully encourage my students to work
diligently in ALEKs which guarantees they are reviewing and reinforcing skills they do not
remember and learning and being introduced to skills they have not yet been taught.

What are your specific plans for test review? How will you ensure coverage of
all skills? What programs/activities will you use to review for end-of-year
tests?

As a teacher new to FMS, to grade level six, and to SC Ready testing, I will rely heavily
upon my collaboration team as I plan test review. I plan to discuss with my collaboration
team what skills typically need the most review. Backwards design planning will enable
me to re-address skills in the review sessions and verify I have enough time to spend on
each review topic. Disaggregating and analyzing results from the Spring MAP test will
also be very important when planning my review. I realize from the learning continuum in
NWEA that in the real and complex number systems goal, students struggled with
proportions and fractions. Therefore, I plan to do an extensive review on these topics to
ensure student growth and strength in their RIT. In regards to their areas of weakness, I
will draw on data from the Spring MAP test which will be more revealing since the
students have not yet learned that material in class. I will use formative and summative
assessments throughout the review units to ensure students are retaining information
and staying focused during review sessions. Some programs and activities that may be
used are Khan Academy lessons for independent review based on RIT bands and ALEKs
for independent review work. USA Test Prep or another assessment will provide weekly
skills quizzes to guarantee students are remembering and retaining information and will
assist me in gathering data regarding students who are not retaining information by
indicating which students need more direct instruction in small group. Multiple and
varied review methods and tools will be incorporated into the review sessions so
students remain engaged and on task. Some of my favorites are Plickers, paint chips to
answer questions, Kahoot games, and grudgeball games. I will most likely use all of
these. As mentioned previously, I also will use small group instruction and direct
instruction for intense review as needed.

4th Academic:
Based on your students Winter RIT scores, list the percentage of students who
are currently considered not met, approaches, met, and exceeding.

Class % Not Met % % Met % Exceeding

Approaches
Honors Math 6 0.00% 34.78% 39.13% 26.09%
0 out of 23 8 out of 23 9 out of 23 6 out of 23

Area of Strength: This class was strong in all areas, but their top two goals were
Geometry and Measurement and The Real and Complex
Number System.
Geometry and Measurement:
Lo: 3 Avg: 3 Hi: 17
The Real and Complex Number System
Lo: 0 Avg: 6 Hi: 17
Area of Weakness: The areas of weakness for this class was the Algebraic
Thinking and Operations goal and the Data Analysis, Statistics,
and Probability goal.
Algebraic Thinking and Operations:
Low: 1 Avg: 7 Hi: 15
Data Analysis, Statistics and Probability
Low: 2 Avg: 7 Hi: 14
To what do you attribute this strength? To what do you attribute this
weakness?

This particular group of students scored high in all areas, with both the geometry and
measurement goals and the real and complex number system goals their greatest areas
of strength. Thus far this school year we have spent a great deal of time discussing the
real and complex number system during number systems units. Currently all of the
number systems standards have been addressed with math 6 honors, thus, it logically
follows that this is one of my students strongest areas. When we took Winter MAP, we
had completed the number systems standards and the ratios and proportions standards,
both of which are a part of the real and complex number systems goal. I attribute the
strength in the geometry and measurement unit to the students. For the most part, this
group of students is very intrinsically and externally motivated to learn and perform to
the best of their abilities. They yearn to learn more and more every day. Their desires are
to remain in honors level and move into accelerated math courses. They, generally,
always complete their 10, if not more, ALEKs topics a week. One student in this class
mastered 69 topics in ALEKs in the month of December alone. As honors math students,
they are enrolled in the 7th grade math ALEKs class which exposes them to topics they
have not yet been taught. All of these factors contribute to their scoring high in every
area, including geometry and measurement. At the time of MAP testing, students had
not yet been exposed through direct instruction to the algebraic thinking and operations,
geometry and measurement, and data analysis standards. I expect my students to
continue positive growth in these areas on the Spring MAP.

Percentage of students who show growth Percentage of students who show no

from fall to winter: growth OR negative growth:

18 out of 23 students showed growth 5 out of 23 students showed negative

78.26% growth
21.74%
List all students who show no growth or negative growth:

Alyssa Dionne - 2 points negative growth

Staci Eudy - 2 points negative growth
Noah Long - 5 points negative growth
Memphis Perry - 1 point negative growth
Preston Van Houtte - 3 points negative growth

What are your specific plans for skill remediation in your own classroom? How
will you document progress and monitor success?

I will continue class instruction in small group 3 to 4 times weekly. When grouping
students, the focus will be on RIT scores and student needs. A student struggling but in a
high RIT band, will be moved to a lower group. A student succeeding, but in a lower RIT
band, will be moved to a higher group. I will continue scaffolding my lessons and
adjusting the examples for groups based on their levels. For example, higher groups may
get harder, more challenging examples. This will allow me to continue pushing students
to do their best. I plan to continue modifying major assessments in order to meet
students where they are.

In regards to skill remediation, I plan to continue to make lessons that spiral skills from
previous lessons. For example, when I teach one-step equations, I will spiral rational
numbers so that students are reviewing those concepts as they are solving the
equations. Skills will also be spiraled during warm up time. Utilizing USA Test-Prep or Go
Formative to create weekly spiral assessments will allow me to gather data on what
students know and what skills need to be heavily reviewed. This monitoring will assist
me in planning my review unit, as well, allowing me to spend my time reviewing
concepts that need to be reviewed rather than spending much needed review time on
skills that have already been mastered. This data will also be utilized to formulate small
group review sessions. Students who do not need to review fractions will be working on
ALEKs to continue building their skills in other areas, while I work in small group
instruction with students who need to review fractions.

Student progress will continue to be monitored through major and minor assessments as
well as formative assessments such as warm ups, homework, and closure activities. I will
monitor progress in ALEKs weekly and ensure students are striving to complete their 10
topics. Conferencing with students, during GATOR times, regarding their Winter MAP
scores and the areas of focus needed in ALEKs, will provide acknowledgement and
ownership for my students. The promotion of a new ALEKs incentive in my room
rewarding the top ALEKs topic earner of the week with a comfy chair at the back of the
room to relax and work on ALEKs will hopefully further motivate my students work in
ALEKs with the benefit of reviewing skills they do not remember and learning skills they
have not yet been taught.

What are your specific plans for test review? How will you ensure coverage of
all skills? What programs/activities will you use to review for end-of-year
tests?

As a teacher new to FMS, sixth grade, and SC Ready testing, my collaboration team will
be an important element in my test review planning. Discussing the skills which typically
need the most review with my team will prove very beneficial. Their input and
suggestions are valuable to me. Backwards design planning to guarantee all skills are
re-addressed in the review sessions and that I have allotted enough time to spend on
each review topic provides a two-way check in my review planning and implementation. I
will rely heavily on the results from the Spring MAP test in my review planning. The
disaggregation and analysis of this data will direct my review. The learning continuum in
NWEA shows that in the real and complex number systems goal, students struggled with
fraction operations, ratios and unit rates. An extensive review session on these topics will
provide students with the knowledge and skill needed to level up in their RIT. In regards
to their areas of weakness, data from the Spring MAP, which will be more telling since
the students have not yet learned this material in class, will be especially informative.
Based on how students are currently doing in class, I have already established a
weakness in simplifying expressions with the distributive property; therefore, this topic
 will also be extensively reviewed. Topic areas where students seem to struggle will be
noted and documented throughout my planning and instruction so that such information
is effectively reviewed before testing as well. Formative and summative assessments
throughout the review units will confirm students are retaining information and staying
focused during review. Khan Academy lessons for independent review based on RIT
bands, ALEKs for independent review work, and programs such as USA Test Prep and
other assessments for weekly skills quizzes will provide students with review for
remembering and retaining information and so that data can be gathered and students
who are not retaining information can be worked with in small groups for more direct
instruction. I will use multiple different methods and strategies for review so students do
not get bored. Plickers, paint chips to answer questions, Kahoot games, and grudgeball
games are some of the engaging resources I will use. As an honors class, these students
are taught several challenging topics such as integer operations. During the review for
SC Ready, I will not use examples that contain 7th grade topics. I want the review to
focus on 6th grade skills, which is what they will be tested on for SC Ready. After SC
Ready testing, as many 7th grade skills as time allows will be reviewed with my students
in preparation for their journey into Pre-Algebra during the next school year.

Resources:

Tips and Strategies to Effectively Prepare for SC Ready for Math and ELA
Math SC Ready and EOC Common Errors PowerPoint
Differentiation ladders
Khan academy RIT lessons
RIT lessons Learning Continuum
RIT concepts reference
Video: ALEKS Pie Report for MAP
ALEKS Pie to MAP Strand Chart