Everyday Mathematics The University of Chicago School Mathematics Project
About Everyday Mathematics

Assessment FAQs

What do the authors mean by "adequate progress"?

Students who are making adequate progress as defined by a Recognizing Student Achievement note are on a trajectory to meet the Grade-Level Goal. Such students have successfully accomplished what is expected up to that point in the curriculum. If students continue to progress as expected, then they will demonstrate proficiency with the Grade-Level Goal by the end of the year.

The performance expectations described in the Recognizing Student Achievement notes for any given Grade-Level Goal progress developmentally throughout the year. The level of performance that is expected in October is not the same as what is expected in April. The term adequate progress describes the level of competency that the majority of students can be expected to have at a particular time. The authors of Everyday Mathematics chose the Recognizing Student Achievement tasks with the expectation that they majority of students would be successful with them, which is in line with the expectation that the vast majority of students will successfully reach the Grade-Level Goals for their grade level.

Do students have to complete all of the Recognizing Student Achievement tasks before I can know whether they are making adequate progress?

Each lesson in Everyday Mathematics contains a Recognizing Student Achievement note. These notes highlight specific tasks from which teachers can collect student performance data to monitor and document students’ progress toward meeting specific Grade-Level Goals. Each Recognizing Student Achievement note addresses part of a Grade-Level Goal. The suggested assessment tasks build a complete picture over time for each Grade-Level Goal. If students perform well on one or two Recognizing Student Achievement tasks for a goal, that may not provide enough information about the goal in its entirety. Teachers are the experts in their classrooms. If you choose to not do some of the Recognizing Student Achievement tasks, consider collecting similar information from other tasks to assemble a complete picture for each Grade-Level Goal.

Back to top


Related Links

Webinar

CCSS and EM

Authors of Everyday Mathematics answer FAQs about the CCSS and EM.

View the archived webinar

Everyday Mathematics and the Common Core State Standards for Mathematical Practice

Andy Isaacs, director of EM revisions, discusses the CCSSM edition of Everyday Mathematics. Learn more

Everyday Mathematics Virtual Learning Community

Join the Virtual Learning Community to access EM lesson videos from real classrooms, share resources, discuss EM topics with other educators, and more.

Grade-Level Information

Access grade-specific resources for teachers, such as pacing guides, literature lists, and games.

Professional Development

The Center for Elementary Mathematics and Science Education offers strategic planning services for schools that want to strengthen their Pre-K–6 mathematics programs.

On the Publisher's Site

McGraw-Hill Education's website features supplemental materials, games, assessment and planning tools, technical support, and more.