Math Assessment and Personalized Learning
Empowering math initiatives with a platform to advance all students
Effective math assessment solutions and reform efforts begin with a plan centered around the student.
How is Let’s Go Learn different?
Before students begin grade-level instruction, our platform diagnoses learning gaps and provides instruction at their Zone of Proximal Development.
We support math initiatives for a phased-in approach
to math reform.
Question 1: Why do district math programs fail when they offer only core curricula and rely exclusively on grade-level benchmark tests?
Answer: Equality is their goal instead of equity. Students continue to fall behind. Year after year, districts see stagnant math proficiency scores. They fail in helping the majority of students thrive in math.
Case Study: See how Sussman Middle School boosted SBAC proficiency 11 points in one year. >
Question 2: How does committing to a personalized math model or framework lead to equity?
Answer: By choosing a personalized learning model for math, Let’s Go Learn breaks the cycle of fixed pacing guides and narrowly taught math content. Let’s Go Learn makes this transition easier as we simplify personalized implementation for each teacher.
It begins with a precise analysis of each student.
- Foundational math skills diagnosed in 44 sub-tests to maximize granularity.
- Clear reporting to support IEP writing and goal setting.
- Reporting to support individual, small-group, or whole-class instruction.
- Descriptive and actionable reports to share with parents and students.
- Automatic progress monitoring via weekly, monthly, or quarterly pre-made formative tests.
Then our system assigns a personalized learning path
for each student.
- Explicit instruction in each lesson.
- Animations, songs, and graphics help all students access the lessons.
- Gamification provides practice and ensures student engagement.
- Instructional levels range from K to 9th grade for all students, as appropriate.
- Students get what they need, not what a grade-level placement test assumes they need!
Our reports make student data accessible to teachers, students, parents, and administrators.
- Teachers can print reports to share with parents.
- Data can be used in IEP meetings.
- Data can be exported for special education compliance.
- Administrators can compare schools by school performance.
- Principals can improve their instructional leadership.
Next, monitor student progress with our automated formative assessments.
Used for progress monitoring required for special education or district formative testing initiatives:
- Pre-made short skills/concepts quizzes assignable with a click of a button.
- Pre-made sub-test adaptive tests assignable with a click of a button.
- All data vertically scaled, rolling up to a single math score card for each student.
- Turnkey progress monitoring system for teachers.
- No more teacher-made test creation required.
- Progress monitoring that is legally compliant for students with IEPs.
Our system continuously adjusts learning paths, using ongoing formative assessment data.
Use our flexible & fully automated system for all your math initiatives.
| Personalized K-8 Math | Secondary Intervention | 9th-grade Placement |
|---|---|---|
|
|
|
| Family Engagement | RTI/MTSS Support | Automatic Summer School Intervention |
|---|---|---|
|
|
|
Ready to see how it all works? Let our CEO give you a quick video tour of our platform.
Key Benefits for Enrichment Classrooms
Identify advanced students’ instructional points
Automatically generate or self-direct personalized learning paths
Remove grade-level ceilings from students’ diagnostic assessments
Engage students with personalized instruction assigned within their ZPD
Common Questions
How does LGL work with students who need accommodations?
Given the nature of Let’s Go Learn assessments, test accommodations will tend to have more flexibility based on the discretion of the resource teacher or the district policy. DORA, ADAM, and DOMA are diagnostic assessments, meaning that their data is generally not used for high-stakes accountability. As a result, if the student’s accommodation calls for the allowance of a calculator during a math assessment, Let’s Go Learn permits this accommodation to be made and does not have any strict policy against a teacher or administrator making this decision. Scores are not rolled up into a normalizing algorithm, which in the case of a high-stakes assessment might restrict scores with accommodations from being used.
Does this work for middle or high school students?
Yes, middle and high students often develop gaps from 3rd grade onward. Because math is so rigorous there is little time for review. Thus, the Let's Go Learn system is ideal at finding gaps and filling them whether prescriptively in reports or automatically via LGL Math Edge.
Does LGL have a special education math program?
Yes. Our online diagnostics identify the present level of academic performance and functional performance (PLAAPF) for individuals with disabilities and thus find their zone of proximal development. Because our assessment process is adaptive, students spend less time on problems that are too easy or difficult. The result: a sharp decrease in testing time and student anxiety.
Math assessments are aligned to state educational standards. For elementary students, they include numbers and operations, measurement, data analysis, geometry, and algebraic thinking. For middle school students and secondary students, assessments include PreAlgebra and Algebra I.
Our system uses diagnostic data with Artificial Intelligence (AI) to assign instruction for students designed to address learning gaps. Online specially designed instructional (SDI) courses are automatically created to use as supplemental education curriculum. Teachers can also assign lessons to individual students as needed.
Our math courses are especially appropriate for students with disabilities:
1) Correlate to all state standards
2) Integrate critical thinking strategies with standards-based skills development
3) Include direct instruction and practice
4) Provide feedback for incorrect responses
5) Use assistive technology by combining music, voice intonation, animation, and game-like interactivity