2.  Used as a tool to assess students’ skill levels  Will not take instructional math class time away from learning  All 1 st -5 th graders use the program for the first 5-10 minutes of their rotational exploratory computer time

3.  Benchmark: 40 multiple choice questions in 2 minutes (3 seconds/problem) with 100% accuracy.  Grades 1-2: focus on addition & subtraction (subtraction as appropriate to curriculum map)  Grade 3-4: focus on reviewing addition & subtraction, & practicing multiplication w/ whole numbers  Grades 5: focus on reviewing addition & subtraction, practice/review multiplication & practice division  *Encourage upper grade students who can to work w/ fractions & decimals if all else has been mastered, but review previous operations periodically.

4.  Renaissance Place (Acad Launcher?)  http://hosted28.renlearn.com/rendemo http://hosted28.renlearn.com/rendemo  Log in as Student  Demo Student (kabbot; aa)  Math Facts in a Flash  Start Working  Log in as Teacher (ID: admin; pw: admin1)  Math Facts in a Flash

5.  Assignment Book  Reports  Preferences  Resources

6.  Teachers should check the Class Progress Report at least monthly to see how students are doing. If they’re still in “Test” mode under “Session,” they are still moving along. If they’re in “Practice” mode, they are working at their level and have not reached the benchmark yet.  School and county-level administrators will be checking Class Progress Reports quarterly to determine progress, growth, and needed interventions.  Post 2 nd 9 wks—Feb. 10, 2009 (@ progress report)  3 rd 9 wks—March 19, 2009  4 th 9 wks—May 22, 2009

7.  Plan to share individual student print-outs with parents during the March parent conferences and to post end-of-year information in the report card/permanent record.  Suggestion: Use the “Student Record Report”  The “Parent Report” can be used for parent conferences and report cards.

8.  Q: What if a student has mastered all benchmarks before the end of the year? Directions will be sent @ end of 3 rd 9 weeks about “setting starting points” for students who have mastered all benchmarks to begin 4 th 9 wks with review only if you choose.  Q: What if a student is “stuck” on a certain operation (subtraction) and the teacher feels as though they need to move on to another operation (multiplication)? The order of operations can be adjusted in individual situations, although this is not recommended in general. (See Assignment Book, Manage Levels, Reordering the operations.) Be sure to keep records to note that subtraction has been temporarily skipped not permanently mastered. This should be an unusual situation, not the norm.

9.  Where can I find more information?  Click on HELP in the upper right-hand corner. Also, go to HOME and then click on MANUALS in the upper right-hand corner.  Getting Started: p. 28-31  Printing Reports: p. 37-46