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Mathia Workspaces Associated with M5.T2.L2

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Mathia Workspaces Associated with M5.T2.L2

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- Making Sense of Roots and Zeros (CB)
- Factoring Using Difference of Squares (M)

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Individualized chats with students would benefit from use of the session report. Looking at the session details together and discussing number of errors, etc. The amount of times this process would take place would depend upon how much time a teacher has in class with students. For example, a 90 minute math block is easier to have biweekly data chats, but that would be a struggle in a 45 or 50 minute period class. We suggest for shorter class periods (and longer, too) to teach students to monitor their own data where students reflect using their own report. Students could even collaborate together about their own data using this report.

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Pull up session report
How many sessions?
How many workspaces?
How many problems?
What are the struggles?

Kids need to get used to data chats.  Will take time.

Data chats are once a week (get once a month)

Time might not be the most accurate measure

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Most students are working on pace and completed the topic workspaces. A few need support catching up (about 3), and 1 is totally disengaged and completed none.

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Mathia Workspaces Aligned with A1.M5.T2.L2

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Mathia Workspaces Aligned with A1.M5.T2.L2

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-Deriving the Quadradic Formula
-Solving Quadradic Equations

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Skills Report help evaluate student progress towards meeting standard. You can use data from workspaces to determine who needs reteaching. 

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Skills Report help evaluate student progress towards meeting standard. You can use data from workspaces to determine who needs reteaching. 

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Data says the majority of the students in Class A are proficient in the skills and standards they are currently working on.

Students who are not proficient/near proficient will be supported through small groups and will revisit the skills necessary to meet the standards.

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Looking at Minutes used, Syllabus completion and APLSE score to have discussions about what is working and what is not.  Teachers with higher syllabus completion along with higher APSLE score share their strategies for success. 

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Looking at Minutes used, Syllabus completion and APLSE score to have discussions about what is working and what is not.  Teachers with higher syllabus completion along with higher APSLE score share their strategies for success. 

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Goals: Teacher set attainable goals and incentives to improve syllabus completion along with increased APLSE scores.
Design an incentive teacher or school wide focused on the new goal.

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Check the Skills Report to determine which students to place in a small group.

Class A students Zuriel, Jackson, Michael, Brayden, Zoe and Sophia will be placed in a small group to reteach the skill "Write Equation of a line through origin."

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Data from the Progress and Skills reports can help teachers see where students are on Mathia and have student data chats using the progress and Skills reports. They can also see how many students have completed/mastered/not mastered or had low performance on a standard and re-teach if necessary.

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When you see that some students have worked ahead and some have not, you can use those students to help support those who have fallen behind and be somewhat of a peer coach.

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Course like PLC completion and usage conversations

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Course like PLC completion and usage conversations

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How does the usage data for your students compare to what you expected to see in your data? How does it compare to others in your PLC?

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The progress report could be used to share data with students. Individual student reports can be used to have data chats with students to show their progress and decide on goals. These reports show students their progress in each workspace and unit completion.

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Selecting students who have the least progress work with them to see what is getting in the way of them making progress

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Selecting students who have the least progress work with them to see what is getting in the way of them making progress

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Using the Progress Report and Session Report, Devin's conference will address his syllabus work completion and workspaces. Further, the teacher can focus on the standards not mastered and talk to Devin about his errors, hints, and use, or lack there of, of the step-by-step in MATHia.

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Using the Progress Report and Session Report, Devin's conference will address his syllabus work completion and workspaces. Further, the teacher can focus on the standards not mastered and talk to Devin about his errors, hints, and use, or lack there of, of the step-by-step in MATHia.

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We find that the Leadership and APLSE reports can be difficult to share in a PLC. For example, some teachers are going to have classes where there is a lot of struggle; maybe the teacher is new or the student population is specialized and is achieving at a lower level (newcomers). Since these reports are class-specific, they can cause unnecessary discomfort. For PLC, we recommend using skills and standards report and have grade-level cohorts work collaboratively around the data within those reports to plan for focus standards moving forward.

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Students are generally proficient in skills but a few need some extra support.

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You Have to Look Deeper-Numbers don't say it all

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You Have to Look Deeper-Numbers don't say it all

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more time doesn't always mean more learning.

Leadership report may be more useful. Remove names before discussing

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In the Mathbook, it tells you which Mathia lessons go with the lesson. Utilizing that connection in class with the lesson is important. You can work in Mathia with them during class. The students who are working ahead, especially if they're showing they need remediation, a teacher should stop them. We discussed the intentionality of the teacher's planning. With Carnegie, teachers need a lot of training and support with intentional planning that successfully and strategically incorporates both Mathia and Mathbook for student growth and success.

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When using the Session Report teachers can discuss the ratio between errors and hints. Opens a conversation about students' thought process, looking at their habits. Encourage students to advocate for themselves.

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Look at the Standards report to identify any reteaching needed.

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Look at the Standards report to identify any reteaching needed.

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In looking at the APLSE and Leadership Reports, we would...1. Teachers will examine their students' usage minutes and identify the routines and expectations as well as structured timeframe in which their students use MATHia. 2. Teachers can identify an action plan (i.e., MATHia trackers/incentives) for moving their work forward using MATHia.

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In looking at the APLSE and Leadership Reports, we would...1. Teachers will examine their students' usage minutes and identify the routines and expectations as well as structured timeframe in which their students use MATHia. 2. Teachers can identify an action plan (i.e., MATHia trackers/incentives) for moving their work forward using MATHia.

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Use skills report.  Pull small groups based on skills needs.

Rest of class works independently or in small groups.

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Examine syllabus completion percentages and identify areas for improvement to increase rate of completion to keep on target throughout the year.

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Individually meet with teachers to set goals for their data.  Some teachers need usage goals and others may need to create goals to support gaps in student learning.

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Link Progress Reports to Student Learning

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Link Progress Reports to Student Learning

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Use the errors vs hint counts to make suggestions about strategies for success.  If there are many errors but very few hints, have students learn about the tools that they have available for them to support them early.  Is the student using the step by step?   Is the student working home alone for extended periods of time and they've spent way too much time on a workspace alone?

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Individualized chats with all Confernece students at least once every two weeks.  Look at minutes, workspaces, hints used and errors on the sessions report.  Discuss with the students any areas that need to be addressed.   For example you have 123 errors in this two week cycle.  

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Individualized chats with all Confernece students at least once every two weeks.  Look at minutes, workspaces, hints used and errors on the sessions report.  Discuss with the students any areas that need to be addressed.   For example you have 123 errors in this two week cycle.  

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The standards report is great to use to group students because you can visually see (at the bottom of the report) within a class who needs remediation in a particular standard. We also said that this report would be great to use during PLC. A teacher can visibly see using this report how they may group students but also whether they need to reteach the whole class. A teacher could use the skills report to drill down how to best group the students who need remediation.

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Teachers can use the skills report to identify students that need remediation for each skill. They can use it to track when intervention has been delivered. Students can be given the opportunity to demonstrate mastery by completing the workspace again.

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Group students to allow for groups that need re-teaching and other students who can complete extensions activities to move beyond (and anything needed in the middle, like re-enforcement and practice).

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What are you struggling with? Are you using the skillometer to see where you are struggling? Are you asking for help when you do not understand what the question is asking?  Are you using the sample problems? Set goals for the student, such as decrease errors to less than 100 for the next conference.  

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What are you struggling with? Are you using the skillometer to see where you are struggling? Are you asking for help when you do not understand what the question is asking?  Are you using the sample problems? Set goals for the student, such as decrease errors to less than 100 for the next conference.  

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When this is a concept builder, we can go back and so some direct instruction if a majority of students are not proficient. Then, you can reassign the workspace to those students to check their understanding.

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When this is a concept builder, we can go back and so some direct instruction if a majority of students are not proficient. Then, you can reassign the workspace to those students to check their understanding.

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Our tier 2 small groups will be determined using the data from the skills report. The teacher may group students together who may need teacher guidance or group students heterogeneously so they can support one another. There will be a formative assessment to determine if those students who need remediation were successful or not.

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Our tier 2 small groups will be determined using the data from the skills report. The teacher may group students together who may need teacher guidance or group students heterogeneously so they can support one another. There will be a formative assessment to determine if those students who need remediation were successful or not.