A few tips! - Norwalk Public Schools€¦ · Academic Planning & Analysis MATH 180 Course I & Course II Summary Usage 5 1. Assumes that MATH 180 Course I and MATH 180 Course II are

Gains Analysis

MATH 180 Course I

MATH 180 Course II

Academic Planning & Analysis

Norwalk Public Schools

Results Based on Program Data 08/01/2016–01/20/2017


Executive Summary

2

In partnership with the district, Houghton Mifflin Harcourt has analyzeddata from five sites that have implemented the MATH 180 Course Iand MATH 180 Course II intervention programs.

Preliminary Analysis Observations

• For MATH 180 Course I• 324 of 410 enrolled students (79%) had 10+ sessions of software use.• 314 of 410 enrolled students (77%) had 10+ sessions of software use and have

completed two Math Inventory test administrations at least eight weeks apart.These students had an average Quantile gain of 122.

• For MATH 180 Course II• 109 of 110 enrolled students (99%) had 10+ sessions of software use.• 104 of 110 enrolled students (95%) had 10+ sessions of software use and have

completed two Math Inventory test administrations at least eight weeks apart.These students had an average Quantile gain of 77.


MATH 180 gains inclusion criteria result in two subsets of students:

• Progress and Mastery analyses are based on students with 10+ software sessions (tan bar).

• Quantile growth analyses are based on students with 10+ software sessions and two

Math Inventory tests administered 8+ weeks apart (gold bar).

* License counts are taken from SAM Connect as the Gains Analysis is being produced, and might not reflect recent changes.

MATH 180 Licenses and Gains CriteriaHow many students had sufficient data for analysis?

3

314

318

323

324

410

648

8+ WeeksBetween Tests

Math InventoryPost-Test

Math InventoryPre-Test

10+ SoftwareSessions

Total EnrolledStudents

Course ILicenses Held*

Course I

104

108

109

109

110

288

8+ WeeksBetween Tests

Math InventoryPost-Test

Math InventoryPre-Test

10+ SoftwareSessions

Total EnrolledStudents

Course IILicenses Held*

Course II


Block Placement by Grade for Both Programs

4

MATH 180 students can be initially placed in a later Block (Block 4 for Course I, Block 5

for Course II) if their skills are sufficient, or can be skipped to that later Block if they

demonstrate mastery of content in early Blocks.

34

39

72

129

87

8

2

39

Grade 10

Grade 9

Grade 8

Grade 7

Grade 6

Course I

Not Yet Placed Placed in Block 1

Skipped to Block 4 Placed in Block 4

1

1

40

68

Grade 10

Grade 9

Grade 8

Course II

Not Yet Placed Placed in Block 1

Skipped to Block 5 Placed in Block 5


MATH 180 Course I & Course II Summary Usage

5

1. Assumes that MATH 180 Course I and MATH 180 Course II are implemented five days per week with full-rotational model in place each day and that

implementation began no later than October.

2. Extra session time after hours is beneficial, but long sessions in class could mean that instructional time is limited.

37

35

0 50 100 150

Course II

Course I

Software Sessions

End-of-Year Goal is 100+ Sessions

Mid-Year Minimum 1

15

21

0

10

20

30

40

Course I Course II

Minutes Per Session

Low

Good

Exceptional 2

20+ minutes could indicate after-hours software use.

8

5

0 3 6 9 12 15 18 21 24 27

Course II

Course I

Topic CompletionEnd-of-Year Goal is 15+ Topics

Mid-Year Goal


Students by Initial and Current QuantileMovement on 200-Quantile Bands for MATH 180 Course I Students

6

This shows how students in the Gains sample progressed from their initial Quantile

bands (gray) to their current Quantile bands (blue).

18

55

118

102

21

07

32

75

116

81

3

EM to199Q

200Q to399Q

400Q to599Q

600Q to799Q

800Q to999Q

1000Q &Above

Nu

mb

er o

f St

ud

ents

Avg Initial Quantile Measure Avg Current Quantile Measure

EM to

199Q

200Q to

399Q

400Q to

599Q

600Q to

799Q

800Q to

999Q

1000Q &

Above

4 5 6 2 1

1 10 24 17 3

1 11 31 55 20

1 6 14 38 41 2

4 16 1

177 56%

99 32%

38 12%

314

Moved up

Stayed in Level

Moved down

7 32 75 116 81 3

600Q to

799Q102

800Q to

999Q21

1000Q &

Above

Initial

Quantile

Current

Totals

Current Quantile

Initial

Totals

EM to 199Q 18

200Q to

399Q55

400Q to

599Q118


Students by Initial and Current QuantileMovement on 200-Quantile Bands for MATH 180 Course II Students

7

This shows how students in the Gains sample progressed from their initial Quantile

bands (gray) to their current Quantile bands (green).

1 3

13

63

24

00 2

15

33

46

8

EM to199Q

200Q to399Q

400Q to599Q

600Q to799Q

800Q to999Q

1000Q &Above

Nu

mb

er o

f St

ud

ents

Avg Initial Quantile Measure Avg Current Quantile Measure

EM to

199Q

200Q to

399Q

400Q to

599Q

600Q to

799Q

800Q to

999Q

1000Q &

Above

1

1 1 1

1 4 5 2 1

9 22 30 2

5 14 5

48 46%

41 39%

15 14%

Moved up

Stayed in Level

Moved down

2 15 33 46 1048

600Q to

799Q63

800Q to

999Q24

1000Q &

Above

Initial

Quantile

Current

Totals

Current Quantile

Initial

Totals

EM to 199Q 1

200Q to

399Q3

400Q to

599Q13

MATH 180 Course IUsage and Growth Reports

Academic Planning & Analysis9

• Reflects 324 students in MATH 180 Course I with 10+ software sessions in the 2016–2017 school year.

• Since students may need to use MATH 180 Course I for two years, the metrics above show cumulative progress,

which may include work from a previous school year.

• To complete the Success Zone for a Block, a student must finish the Block’s Learn Zone software activities and the

Success Zone formative assessments for each of the Block’s three Topics.

• A student takes the mSkills summative assessment after classroom instruction for the Block, and may score higher

after having also completed the block’s Success Zone tests.

Total Students by MATH 180 Course I BlockMATH 180 Course I Success Zone and mSkills Test Progress as Measures of Learning

Both Sides

of Zero

Decimal

Operations

Decimals &

Place Value

Fraction

Mult & DivFraction

Relationships

Fraction

ConceptsDivision

Distributive

PropertyMultiplicative Thinking

24

256

228

6

5840 38

64

219

114

4258

3414 7 4

No Blocks Block 1 Block 2 Block 3 Block 4 Block 5 Block 6 Block 7 Block 8 Block 9

Co

urs

e I S

tud

en

ts

mSkills Success Zone


• Above shows students’ Overall Performance by Block for MATH 180 Course I.

• Reflects 324 students in MATH 180 Course I with 10+ software sessions in the 2016–2017 school year.

• Eight students were promoted to Block 4 after completing some Topics within Blocks 1–3; 41 students

started in Block 4.

10

Total Students by MATH 180 Course I BlockMATH 180 Course I Overall Performance

Both Sides

of Zero

Decimal

Operations

Decimals &

Place Value

Fraction Mult

& DivFraction

Relationships

Fraction

ConceptsDivision

Distributive

Property

Multiplicative

Thinking

5 1 7324

1 4 1220

49

55

2349 25 7

7 4

216 147

20

165 4

744

231

255281 286

317 320 324

Block 1 Block 2 Block 3 Block 4 Block 5 Block 6 Block 7 Block 8 Block 9

Co

urs

e I S

tud

en

ts

Not Yet Developing Proficient Master No Activity


* Metrics on software use include all students with at least 10 software sessions; Quantile metrics include students with

10+ software sessions and Math Inventory tests at least eight weeks apart.

• Strongest results are typically achieved when students follow the MATH 180 Instructional Model

daily, and when care is taken to ensure a positive testing environment.

• Recommended daily Brain Arcade time is 10 to 15 minutes.

• Completed Topics indicates students’ work completed on software.

• Teachers should give mSkills tests after the classroom instruction for each Block.

MATH 180 Course I Usage & Growth Metrics

School

MATH 180

Course I

Students

Grade

Range

Mean

mSkills

Tests

Mean

Sessions

& [MAX]

Mean

Sessions

per Week

Mean

Minutes

per

Session

Mean

Completed

Topics

Mean

Current

Topic

Students

With

Quantile

Results*

Mean

Initial

Quantile

Measure

Mean

Current

Quantile

Measure

Mean

Quantile

Change

Percent of

Students

to Gain

100Q+

Nathan Hale Middle School 8 Gr. 7 2 40 [52] 2.5 17 10 11 7 706 706 0 14%

Norwalk High School 41 9 to 10 3 53 [69] 3.1 22 8 18 38 534 512 -22 34%

Ponus Ridge Middle School 111 6 to 8 2 32 [46] 1.9 13 5 6 106 619 713 95 43%

Roton Middle School 35 6 to 8 2 44 [66] 2.6 14 7 10 35 449 685 237 86%

West Rocks Middle School 129 6 to 8 2 28 [58] 2.1 15 5 6 128 463 627 164 67%

MATH 180 Course I

Sotware Gains Totals324 6 to 10 2 35 [69] 2.2 15 5 8 314 528 651 122 56%

MATH 180 Course I Software Usage MATH 180 Course I Quantile Growth Metrics


Average Quantile Gains by Topics CompletedGains and Usage Levels for MATH 180 Course I Students

12

Spring

proficiency

cutoffs by grade

These charts partition students into

five groups of approximately equal

size, by their number of completed

topics.

Research shows that students get

the most benefit when making

consistent use of MATH 180

software.

Avg Topics:0.8

Avg Topics:2.7

Avg Topics:4.4

Avg Topics:6.3

Avg Topics:10.3

Bottom Fifth:39 Students

Second Fifth:56 Students

Middle Fifth:75 Students

Fourth Fifth:63 Students

Top Fifth:81 Students

Topic Completion Groups

457 455

502

591 588590554

617

695

743

K: 10Q

Gr 1: 260Q

Gr 2: 405Q

Gr 3: 625Q

Gr 4: 715Q

Gr 5: 820Q

Gr 6: 870Q

Gr 7: 950Q

Gr 8: 1030Q






Average Initial Quantile Measure

Average Current Quantile Measure

MATH 180 Course IIUsage and Growth Reports


Initial Growth Mindset ResultsFor Students Using MATH 180 Course II

14

Students determine their Mindset Profile by taking a Mindset Scan at the

start of Course II. The profiles reflect to what extent the students believe that

intelligence and talent can be developed through dedication and hard work.

2

28

61

18

Fixed Mostly Fixed Mixed Mostly Growth Growth

Nu

mb

er

of

Stu

de

nts


• Reflects 109 students in MATH 180 Course II with 10+ software sessions in the 2016–2017 school year.

• Since students may need to use MATH 180 Course II for two years, the metrics above show cumulative progress,

which may include work from a previous school year.

• To complete the Success Zone for a Block, a student must finish the Block’s Learn Zone software activities and the

Success Zone formative assessments for each of the Block’s three Topics.

• A student takes the mSkills summative assessment after classroom instruction for the Block, and may score higher

after having also completed the block’s Success Zone tests.

15

Total Students by MATH 180 Course II BlockMATH 180 Course II Success Zone and mSkills Test Progress as Measures of Learning

Systems of

EquationsFunctions

Graphs in the

Plane

Linear

Relationships

Proportional

Relationships

Percent &

Proportional

Reasoning

Ratio

RelationshipsRate & RatioRates in Time

1

108

58

8

101

74

45

30

149

4 2 1

No Blocks Block 1 Block 2 Block 3 Block 4 Block 5 Block 6 Block 7 Block 8 Block 9

Co

urs

e II S

tud

en

ts

mSkills Success Zone


Total Students by MATH 180 Course II BlockMATH 180 Course II Overall Performance

Systems of

EquationsFunctions

Graphs in the

Plane

Linear

Relationships

Proportional

Relationships

Percent &

Proportional

Reasoning

Ratio


• Above indicates students’ Overall Performance by Block for MATH 180 Course II.

• Reflects 109 students in MATH 180 Course II with 10+ software sessions in the 2016–2017 school year.

3 117

4 112

38 44

26

12 7 3 2

9535

1

3

22

1 1

1

26

60

78

95 100 105 107 108


Co

urs

e II S

tud

en

ts

Not Yet Developing Proficient Master No Activity


MATH 180 Course II Usage & Growth Metrics

* Metrics on software use include all students with at least 10 software sessions; Quantile metrics include students with

10+ software sessions and Math Inventory tests at least eight weeks apart.

• Strongest results are typically achieved when students follow the MATH 180 Instructional Model

daily, and when care is taken to ensure a positive testing environment.

• Recommended daily Brain Arcade time is 10 to 15 minutes.

• Completed Topics indicates students’ work completed on software.

• Teachers should give mSkills tests after the classroom instruction for each Block.

School

MATH 180

Course II

Students

Grade

Range

Mean

mSkills

Tests

Mean

Sessions

& [MAX]

Mean

Sessions

per Week

Mean

Minutes

per

Session

Mean

Completed

Topics

Mean

Current

Topic

Students

With

Quantile

Results*

Mean

Initial

Quantile

Measure

Mean

Current

Quantile

Measure

Mean

Quantile

Change

Percent of

Students

to Gain

100Q+

Nathan Hale Middle School 29 Gr. 8 2 46 [58] 2.9 24 14 15 28 778 865 87 54%

Norwalk High School 41 9 to 10 2 40 [53] 2.6 25 8 9 39 623 716 93 51%

Ponus Ridge Middle School 31 Gr. 8 1 24 [28] 1.9 15 4 5 29 726 776 50 31%

Roton Middle School 8 Gr. 8 1 41 [50] 2.7 17 7 8 8 698 768 69 25%

MATH 180 Course II

Sotware Gains Totals109 8 to 10 2 37 [58] 2.5 21 8 9 104 699 777 77 44%

MATH 180 Course II Software Usage MATH 180 Course II Quantile Growth Metrics


Average Quantile Gains by Topics CompletedGains and Usage Levels for MATH 180 Course II Students

18

Spring

proficiency

cutoffs by grade

These charts partition students into

five groups of approximately equal

size, by their number of completed

topics.

Research shows that students get

the most benefit when making

consistent use of MATH 180

software.

Avg Topics:2.5

Avg Topics:5.3

Avg Topics:7.0

Avg Topics:10.2

Avg Topics:17.2






Topic Completion Groups

697668 676 687

768745

712736

805

870

K: 10Q

Gr 1: 260Q

Gr 2: 405Q

Gr 3: 625Q

Gr 4: 715Q

Gr 5: 820Q

Gr 6: 870Q

Gr 7: 950Q

Gr 8: 1030Q








Student PlacementMATH 180 Course I

MATH 180 Course II


Quantile® Measures and Student PlacementHow Do Students’ Quantile Measures Reflect MATH 180 Need?

• Students below 200Q (the red range) need Tier 3 math intervention.

• Students in the blue range are likely to benefit from MATH 180 Course I.

• Students in the purple range are likely to benefit from MATH 180Course I, but may be ready to start in Block 4.

• Students in the olive range are likely to benefit from MATH 180Course II.

• Students in the green range are likely to benefit from MATH 180Course II, but may be ready to start in Block 5.

• Students in the gold range should be able to handle the core curriculum.

• The spring proficiency cutoff for the prior grade is marked for each column for reference.

• Always use multiple measures when making student placement decisions.

• In high school grades, place students according to need.

20

Quantile Measure Grade 5 Grade 6 Grade 7 Grade 8 Grade 9Grade 10

& Up

1100Q to 1145Q

1050Q to 1095Q

1000Q to 1045Q

950Q to 995Q

900Q to 945Q

850Q to 895Q

800Q to 845Q

750Q to 795Q

700Q to 745Q

650Q to 695Q

600Q to 645Q

550Q to 595Q

500Q to 545Q

450Q to 495Q

400Q to 445Q

350Q to 395Q

300Q to 345Q

250Q to 295Q

200Q to 245Q

150Q to 195Q

100Q to 145Q

50Q to 95Q

EM to 45Q

Pre-multiplication Math Foundations Content

Optional Block 4 Promotion

Candidate for

MATH 180 Course II

MATH 180 Course I

G9=1140Q

G8=1030Q

G7=950Q

G6=870Q

G5=820Q

G4=715Q


Quantile Measures and Student PlacementHow Many Students Fall into Each 50Q Band?

21

• Above reflects this year’s initial Math Inventory test for each student enrolled in MATH 180.

• Always use multiple measures to determine appropriate student placement.

Core Math Instruction

MATH 180 Course II

(Block 5)

MATH 180 Course II

(Block 1)

MATH 180 Course I

(Block 4)

MATH 180 Course I

(Block 1)

Tier 3 Intervention

Recommendations Key

Quantile Measure Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 & Up

1100Q to 1145Q

1050Q to 1095Q

1000Q to 1045Q 1

950Q to 995Q 2 5 1

900Q to 945Q 6 11 1

850Q to 895Q 11 11 4

800Q to 845Q 8 13 1

750Q to 795Q 3 19 26 3

700Q to 745Q 5 12 24 8

650Q to 695Q 6 19 17 10

600Q to 645Q 13 12 8 14

550Q to 595Q 7 11 18 7

500Q to 545Q 8 9 12 8

450Q to 495Q 9 7 9 9

400Q to 445Q 9 11 7 4 1

350Q to 395Q 7 11 6 2

300Q to 345Q 7 7 2 4

250Q to 295Q 4 8 3 1

200Q to 245Q 4 2 1

150Q to 195Q 1 3 1

100Q to 145Q 2 1 2

50Q to 95Q 1 1 1

EM to 45Q 5 4 2 1


Average Initial Quantile Measures by Grade

22

See previous slides for placement recommendations by Quantile measure and grade.

Spring

proficiency

cutoffs by grade

471543 563 540

250

740

638

260

K: 10Q

Gr 1: 260Q

Gr 2: 405Q

Gr 3: 625Q

Gr 4: 715Q

Gr 5: 820QGr 6: 870Q

Gr 7: 950Q

Gr 8: 1030Q

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

Average Initial Quantile Course I Average Initial Quantile Course II


Placement Fidelity, Usage, and GainsHow Actual Placement and Recommended Placement Relate to Progress

23

The top chart shows how

actual placement (gray)

aligns with

recommended

placement (gold). The

table at bottom shows

how usage and Quantile

gains correlate to

placement fidelity.

Always use multiple

measures to determine

appropriate student

placement.

Core Math

MATH 180

Course II

Block 5

MATH 180

Course II

Block 1

MATH 180

Course I

Block 4

MATH 180

Course I

Block 1

Tier 3

Intervention

54 24 19 15 3

5 4 6 14 13 3

114 14 20 67 37 4

Recommended

Totals173 42 45 96 53 7 416

MATH 180 Course I

Block 445

MATH 180 Course I

Block 1256

Recommended Placement

Actual

Placement

Actual

Totals

MATH 180 Course II

Block 5

MATH 180 Course II

Block 1115

PlacementMATH 180

Students

Mean

Software

Sessions

Mean

Topics

Completed

Mean

Change in

Quantile

Above Recommended Level 38 41 6 -104

On Recommended Level 70 33 4 23

Below Recommended Level 308 38 7 159

MATH 180 Totals 416 37 7 112


Average Quantile Gains by Placement FidelityGains and Proper Placement for MATH 180 Students

24

This compares Gains

made by students placed

below the recommended

intervention level, students

placed on the

recommended level, and

students placed above the

recommended level.

Spring

proficiency

cutoffs by grade

Students:38

Students:70

Students:308

Placed AboveRecommended

Level

Placed OnRecommended

Level

Placed BelowRecommended

Level

484444

608

380

467

767

K: 10Q

Gr 1: 260Q

Gr 2: 405Q

Gr 3: 625Q

Gr 4: 715Q

Gr 5: 820QGr 6: 870Q

Gr 7: 950Q

Gr 8: 1030Q

Placed AboveRecommended

Level

Placed OnRecommended

Level

Placed BelowRecommended

Level



AppendixMATH 180 Background and

Supplemental Reports


Math Inventory Test DurationsHow Often Did Students Take Math Inventory Tests in Less Than 15 Minutes?

26

Students can often complete Math Inventory assessments more

quickly as they gain fluency, but short test durations can indicate

that students did not make their best efforts. Teachers are

advised to check with students when they complete the Math

Inventory in less than 15 minutes.

SchoolMATH 180

Students

First Test > 15 Minutes;

Last Test > 15 Minutes

First Test < 15 Minutes;

Last Test > 15 Minutes

First Test > 15 Minutes;

Last Test < 15 Minutes

First Test < 15 Minutes;

Last Test < 15 Minutes

Nathan Hale Middle School 35 35

Norwalk High School 77 75 2

Ponus Ridge Middle School 133 133

Roton Middle School 43 42 1

West Rocks Middle School 128 127 1

District Totals 416 412 1 2 1


MATH 180 Course I Overall PerformanceTotal Students by Performance on Completed Topics and mSkills Tests

27

• Above data shows that students typically score Proficient or Master level in each completed Topic

of the MATH 180 Course I program.

• Overall Performance incorporates mSkills and Success Zone test scores as well as Learn Zone

and Brain Arcade activity statistics into a single measure of student performance and ability.


Both Sides

of Zero

Decimal

Operations

Decimals &

Place Value

Fraction Mult

& DivFraction

Relationships

Fraction

ConceptsDivision

Distributive

Property

Multiplicative

Thinking

0

50

100

150

200

250

300

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Co

urs

e I S

tud

en

ts

Not Yet Developing Proficient Master


MATH 180 Course II Overall PerformanceTotal Students by Performance on Completed Topics and mSkills Tests

28

• Above data shows that students typically score Proficient or Master level in each completed Topic

of the MATH 180 Course II program.

• Overall Performance incorporates mSkills and Success Zone test scores as well as Learn Zone

and Brain Arcade activity statistics into a single measure of student performance and ability.


Systems of

EquationsFunctions

Graphs in the

Plane

Linear

Relationships

Proportional

Relationships

Percent &

Proportional

Reasoning

Ratio


0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Co

urs

e II

Stu

de

nts

Not Yet Developing Proficient Master


MATH 180 Model and Usage ExpectationsSet Realistic and Attainable Goals for Implementation

Whole

Class

(5 Min)

MATH 180 Software (20 – 25

Min)

Group Instruction

(20 – 25 Min)

Brain Arcade

Any Time,

Anywhere

Metric Mid-Year End-of-Year

Sessions 50 + 100 +

Minutes per Session 16 & Up 16 & Up

Blocks [Software] 2 to 3 4 & Up

HMH Math Inventory

Total Tests2 or 3

Tests

3 to 5 Tests

Goal is 10+

Minutes per Day

29

Set a goal of 15–20 software sessions per month of implementation.


MATH 180 ContentTwo Courses, Nine Blocks per Course, Three Topics per Block

30

Optional

Promotion

Course

II

Optional

Promotion

Multiplicative

Thinking

Block

1Distributive

Property

Block

2 DivisionBlock

3

Fraction

Multiplication

& Division

Block

6Fraction

Relationships

Block

5Fraction

Concepts

Block

4

Decimals and

Place Value

Block

7Decimal

Operations

Block

8Both Sides

of Zero

Block

9

Ratio

Relationships

Block

3

Linear

Relationships

Block

6

Systems of

Equations

Block

9Functions

Block

8

Proportional

Relationships

Block

5

Rate and RatioBlock

2Rates in Time

Block

1

Percent &

Proportional

Reasoning

Block

4

Graphs in

the Plane

Block

7

Course

IMultiplicative

Thinking


College and Career Ready Quantile Measure Proficiency Spring Targets for Performance Bands – What is Proficiency on July 15th ?

As many states adopt more rigorous standards for content and assessment, HMH has partnered with MetaMetrics to determine what

Quantile Measure performance would best prepare students to be college ready in the 21st century. The Math Inventory Quantile

Measure performance bands above have been implemented as part of SAM and gains reports since Fall 2014.

Grade Below Basic Basic Proficient Advanced

K EM400Q – EM190Q EM185Q – 5Q 10Q – 175Q 180Q & Above

1 EM400Q – 60Q 65Q – 255Q 260Q – 450Q 455Q & Above

2 EM400Q – 205Q 210Q – 400Q 405Q – 600Q 605Q & Above

3 EM400Q – 425Q 430Q – 620Q 625Q – 850Q 855Q & Above

4 EM400Q – 540Q 545Q – 710Q 715Q – 950Q 955Q & Above

5 EM400Q – 640Q 645Q – 815Q 820Q – 1020Q 1025Q & Above

6 EM400Q – 700Q 705Q – 865Q 870Q – 1125Q 1130Q & Above

7 EM400Q – 770Q 775Q – 945Q 950Q – 1175Q 1180Q & Above

8 EM400Q – 850Q 855Q – 1025Q 1030Q – 1255Q 1260Q & Above

9 EM400Q – 940Q 945Q – 1135Q 1140Q – 1325Q 1330Q & Above

10 EM400Q – 1020Q 1025Q – 1215Q 1220Q – 1375Q 1380Q & Above

11 EM400Q – 1150Q 1155Q – 1345Q 1350Q – 1425Q 1430Q & Above

12 EM400Q – 1190Q 1195Q – 1385Q 1390Q – 1505Q 1510Q & Above

31

Documents

A few tips! - Norwalk Public Schools€¦ · Academic Planning & Analysis MATH 180 Course I & Course II Summary Usage 5 1. Assumes that MATH 180 Course I and MATH 180 Course II are