accelerated-math

Getting Started: How Accelerated Math 2.0 Works

Accelerated Math 2.0 helps teachers to select the skills and subskills that they need their students to work on. Teachers can focus on instruction, monitor their students' progress, and provide additional help and instruction as needed.

For more about how to best use Accelerated Math 2.0 in your classroom, see the Accelerated Math Implementation Guide. (For the best experience, click the link and save or download the PDF file.)

This is how teachers use Accelerated Math 2.0:

  1. On the Student Groups page, teachers group their students.
  2. Teachers set up Learning Schedules for groups, choosing the length of the Assignment Plans and the skills or subskills included in each Assignment Plan.
  3. On the Assignment Plan page, teachers choose the specific subskill work that they want each group to work on.
  4. On the Progress Dashboard page, teachers choose the assignment format (online or paper), then select Start Assignment Cycle to generate the first practice of the Assignment Plan for all students in groups using a specific Learning Schedule. (If different groups use different Learning Schedules, teachers repeat this step for each Learning Schedule.) When you view assignments for a group on this page, you will see a P on the squares for the assigned subskills that are being practiced:
  5. You use the Start Assignment Cycle option at the beginning of each Assignment Plan to start your students' work. You can also use it to generate work for new students who have joined the class.

  6. For online assignments, students log in to open and work on their first practice. For paper assignments, students can enter their answers in the software, mark them on scan cards and scan them with AccelScan, or enter their answers using a Renaissance Responder or NEO 2. (Note: Renaissance Responders and NEO 2 will no longer be supported after future software updates.)
  7. When students complete a practice, they receive their next practice based on their performance.
  8. If students scored at least 5 out of 6 on the practice for the first assigned subskill, they receive a practice for the next one, and the square for the subskill they passed turns light green.

    If they don't score at least 5 out of 6 on the first practice, they receive another practice for the first assigned subskill.

    If students complete three practices for a subskill without scoring at least 5 out of 6, that square for the student's subskill will be marked with this Intervene symbol on the Progress Dashboard page when you view the class's assignments:
    Intervene symbol

    The student may need additional help to understand the skill. When the student is ready to practice again, select the square and select Practice.

  9. The teacher can generate a test for an entire group at any time for up to 20 subskills. To do this, the teacher views the assignments for the group on the Progress Dashboard page, checks the subskills to include in the test, and selects Generate Test above the table. You will see a T in the squares for the subskills that students are testing on:
  10. When students complete the test, if they score at least 4 out of 5, they have finished work on the subskill, and the square will turn a darker green:
  11. If they do not score at least 4 out of 5, you will see the Intervene symbol shown below. When that happens, work with the student to make sure he or she understands the subskill; then, select the square and choose whether to have the student complete another practice before testing or to have the student take another test right away:
    Intervene symbol

  12. When an Assignment Plan ends, you and your students repeat steps 4-8 above for the next Assignment Plan until the Learning Schedule for the group is complete.

As students complete work, you can monitor their progress and see their scores on the Progress Dashboard page.