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Something I struggle with is how much reteaching you should do. The data shows us when reteaching is necessary, but when is it time to try one more time or another method and when should I move onto the next unit where students may find more success.

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Looking at the 4 class data in APLSE - PLC conversation around what different teachers are doing to have more on track and approaching to learn from others

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I found more success when I placed one student that is on grade level or excelling in the current unit with students that are yellow/red, compared to similar skill groups. Students here were able to collaborate more and help each other learn. There’s usually one group without a grade level student; I start my monitoring and help those students first and will call in a grade level student if they get stuck with probing questions.

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We would want to look more closely at the time spent on the workspaces and how she is doing in class. We would point out that she seemed to be struggling with the more complicated skills (eqn of line not through origin) while still needing remediation with the lower skills (slope, eqn of line through origin)

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Highlights skills that students have mastered

builds confidence for lower students

gives them focused goals

RTI to build up individual skills

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Provides data around Active Students, Average Use, Average Completion, and APLSE

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This tool is amazing for progress monitoring of student progression and mastery. It can be used in the classroom and during PLC to discuss trends and to make informed decisions about instruction and pacing.

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The book and MATHia work together and not in tangent of each other.

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This was difficult with the data we had as they are not interactive.

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Create a small group (4) write equation not through origin.

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How to apply the different reports to instruction for MATHia days and non-MATHia days.

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How to apply the different reports to instruction for MATHia days and non-MATHia days.

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Look through the data for high priority standards that students need to master to be successful in the course. Then figure out who has mastered and who is close, and who needs support. Could pull small group of those need support or maybe create groups with members from all levels of understanding to participate in a review/extension.

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We would use bimonthly chats and cover session and skills.

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These reports are great for data conferencing for students, teachers, and teams. Some reports are more geared towards the adults vs the scholars. 

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These reports are great for data conferencing for students, teachers, and teams. Some reports are more geared towards the adults vs the scholars. 

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To facilitate student talk, teachers could warm call on students that are further in mathia than the class’s mathbook pacing. These students have demonstrated their mastery on mathia and now teacher can leverage their knowledge and their language and communication to help other students make connections and learn the standard objective.

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Start conversation with what student is proficient. " Look at all you have learned, is there one you are most proud?" Then "What is one of the near, you are needing some support or how can you get this completed?"

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remediation needed

small group instruction-groupings based on skill level

utilize students who have reached the need as peer support students

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Use Skills, Session, and Progress Reports with kiddos

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Use Skills, Session, and Progress Reports with kiddos

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I believe that students should have complete ownership of their data. This data should not be gate-kept. Students must be aware of where they are, and how they compare to the class, national average to implement changes if necessary. Teachers should plan to have regularly scheduled data chats with their students; parent teacher conferences or quarterly, even once per unit is not sufficient. With those timelines, it’s usually a “it’s too late to fix or raise your grade.”

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build a small group and of students with the same issue and support them at the skill or standard

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Data chats are important to have after each session. Also important that they know all of the data that you can see.

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Data chats are important to have after each session. Also important that they know all of the data that you can see.

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Can give information on how a student or class is doing around the skills connected around learning in the book.

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A quick check to see where students are in their learning with MATHia and learning in class. Who is behind and needs encouragement or goal setting, who is on pace and could ask what connections are you making to the learning in class and learning in MATHia, and who is ahead is this making sense the in class learning