Post by puzzled on May 25, 2007 14:01:56 GMT -5
In with Chase's grade card was a diagnostic test report for a test that Chase apparently took on tuesday.
Here is what it reads:
"This student's Grade Equivalent (GE) score is 12.9+. His or her math skills are therefore comparable to those of an average post-high-school student. Chase also acheived a national Percentile rank (PR) of 98. This score is in the above average range and means that Chase scored higher than 98% of students nationally in the same grade. The PR range indicates that, if this student had taken the STAR Math test numerous times, most of his or her scores would likely have fallen between 95 and 99.. It reflects the amount of statistical variability in a studsnt's PR score.
This student's math scores are well above average. To create a program for Chase, you may need to gather additional information about his or her abilities. Chase is probably capable of handling extra challenges in math. Encourage his/her growth in math by providing supplementary mterial. Monitor the student's work so that gaps do not occur in his/her understanding and skills.
These scores suggest that Chase is performing at a very high level in math. He or she has likely mastered all of the concepts and skills in K-8 basic math. Special opportunities should be sought for Chase's continued progress in mathematics. If the school's curriculum allows for study of algebra at this point, Chase can begin that study. If not, Chase should be offered enrichment work within the math curriculum."
There is then a bar graph type thing at the bottom- Under "Numeration Objectives" there are columns across...'Ones, Tens, hundreds, thousands, hundred thousands, fractions and decimals, advanced concepts 1, and advanced concepts 2. The plack line for where Chase's scores fall is beyond 'advanced concepts 2'.
His math grades are always consistently high....99% 1st quarter, 93% 2nd quarter, 93% 3rd quarter, and 92% 4th quarter, for an average of 94% for the year. He has less trouble remembering to complete and turn in math work due to the fact that it is assigned one day and due the next for the most part...less time to mess up and forget I guess.
So since my school system usually puts advanced kids into advanced math in the 6th grade, pre algebra in 7th, and then algebra in 8th....should I push to get him into pre algebra for next year? And how do I go about that? Is it a good idea to challenge him? I am thinking that pre algebra would not be too hard for him since the test is recommending as much as algebra for him....
I need some input.....thanks!
Here is what it reads:
"This student's Grade Equivalent (GE) score is 12.9+. His or her math skills are therefore comparable to those of an average post-high-school student. Chase also acheived a national Percentile rank (PR) of 98. This score is in the above average range and means that Chase scored higher than 98% of students nationally in the same grade. The PR range indicates that, if this student had taken the STAR Math test numerous times, most of his or her scores would likely have fallen between 95 and 99.. It reflects the amount of statistical variability in a studsnt's PR score.
This student's math scores are well above average. To create a program for Chase, you may need to gather additional information about his or her abilities. Chase is probably capable of handling extra challenges in math. Encourage his/her growth in math by providing supplementary mterial. Monitor the student's work so that gaps do not occur in his/her understanding and skills.
These scores suggest that Chase is performing at a very high level in math. He or she has likely mastered all of the concepts and skills in K-8 basic math. Special opportunities should be sought for Chase's continued progress in mathematics. If the school's curriculum allows for study of algebra at this point, Chase can begin that study. If not, Chase should be offered enrichment work within the math curriculum."
There is then a bar graph type thing at the bottom- Under "Numeration Objectives" there are columns across...'Ones, Tens, hundreds, thousands, hundred thousands, fractions and decimals, advanced concepts 1, and advanced concepts 2. The plack line for where Chase's scores fall is beyond 'advanced concepts 2'.
His math grades are always consistently high....99% 1st quarter, 93% 2nd quarter, 93% 3rd quarter, and 92% 4th quarter, for an average of 94% for the year. He has less trouble remembering to complete and turn in math work due to the fact that it is assigned one day and due the next for the most part...less time to mess up and forget I guess.
So since my school system usually puts advanced kids into advanced math in the 6th grade, pre algebra in 7th, and then algebra in 8th....should I push to get him into pre algebra for next year? And how do I go about that? Is it a good idea to challenge him? I am thinking that pre algebra would not be too hard for him since the test is recommending as much as algebra for him....
I need some input.....thanks!
I told him that Chase has maintained an average of 94% in math all year, so this is most likely not a testing fluke, and asked him if there was a way to get him into some enrichment program at least. He said he will talk to the gifted coordinator, and the 7th grade pre algebra teacher (when she gets back from vacation) and that possibly the algebra teacher will want to give him a pretest to see his abilities and that he will try to get him bumped to pre algebra for next year, which is a year ahead of his peers. 
I was about to conquer the world but then I got distracted by something shiny.
?