Thresholds are a powerful feature associated with this report. In this particular case, threshold refers to the conditions that have to be met in order for students to be placed into 3 tiers (far below, below, and at grade level). Please read this page carefully to take full advantage of adjustable thresholds.

The two threshold dropdown windows allow you to sort students into three tiered groups. The threshold is based on the student’s total grade score (or any strand score) which can range from 0 to 7.9 (as seen in his ADAM score). The student’s decimal grade (the student’s current grade) is then subtracted from the total grade score and this determines the Threshold Gap.

Threshold Gap = Total Grade Score minus Student's Decimal Grade  (Example: -1 = 4.6 - 5.5)

Because ADAM is a criterion-referenced assessment, our math experts have set fixed levels of expectations for students. Thus, depending on your specific student population, your levels will vary. By adjusting the thresholds, you can adjust into which tiers your students are placed. Also, depending on the time of year, your expectations may vary. You can adjust your thresholds to your specific student population. This adjusting of the thresholds may take some tweaking to get it just right. Thresholds are grade level gaps, which is the difference between a student’s total grade score and his or her decimal grade. For example, -1 for a lower threshold represents one year below a student's decimal grade. The other factor to consider is the actual curriculum you use in your Tier 1, Tier 2, or Tier 3 groups. If Tier 3's curriculum is very focused on a particular mathematics strand, you may need to look at your specific students’ diagnostic profiles to determine if they will be well serviced with this curriculum. Just having the ability to create tiered groups doesn't mean your grouping will match your curriculum’s focus.

In the context of LGL Math Edge, and trying to prioritize how much personalized learning (PL) time students are allocated here are some recommended threshold gaps based on grade.  Other factors to consider is whether the student is in a pull-out class or has an additional math period for math in secondary.  In general at the upper grade levels it becomes extremely important to treat PL time as an intervention as opposed to a supplement spread out over the whole year.