How to Use Class Manager: Skill Level Definitions

Choose Skill Definitions from the Reports menu. (See "Skill Definitions Report" in Reports).

Specify what problem types and operations you want on the list of skill levels. Select whether to include example problems with the definitions. You can print this list, or save it as a text file that can be used in your word processor application.

How can I get a definition of the skill levels at which a student has worked?

Choose Student History from the View menu, and choose one problem type and one operation. Double click a colored rectangle under any of the skill level numbers. A skill definition dialog opens showing the definition of the skill, an example problem, and informs you if this type of problem was on the corresponding worksheet. (If the rectangle is gray, that skill level was not on the corresponding worksheet).

How do I align state standards with the skill levels in the Worksheet Generator series?

Most state standards are fairly broad in scope, for example "Student will add, subtract, multiply and divide whole numbers". Whereas, the skill level definitions in the Math Skill Builders series are quite specific, with small steps between each level. First look at your state standards and sort out the relevant performance objectives by problem type. Know what is expected in whole number, decimal and fraction arithmetic. Then sort the standards by operation, addition, subtraction, multiplication, and division, within that problem type. If the standards get more specific, look at the performance objectives, and determine which skill level definitions correspond to the specific objectives. Focus on the skill levels that correspond to the target performance objectives. Remember that the skill levels in Math Skill Builders are broken down to small increments, requiring small steps to advance, and that the performance objectives in state standards may have larger steps. In order to facilitate student learning, do not skip any of the skill levels, instead consider them inclusive in the larger set of objectives.

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