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Answer = support for struggling learners

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Answer = support for struggling learners

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Looks different in all four schools and depends on 3 - 4 year graduation requirement for math. We focus on our coach relationship to build relationships, we use the data to pinpoint where students are struggling, parent communication is essential, try to determine what issues are behavior based and which are math deficit based. We do have students that don't graduate and we do make limited extensions that give a student a grade lower than a B if they are a senior.

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Please email jonasj@kmsd.edu if you would like any of our extensions

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It depends on the student and school, but I would say on average, 60 - 70% ALEKS  and 30 - 40% is the rest of their work through extensions

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What do your extensions look like for geometry topics?

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Avatar of Rebecca Ladsten
Rebecca Ladsten
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Isn't ALEKS a series of assessments?  How do students receive direct instruction on a day to day
basis?  Are there other instruction tools or do they receive mentor sessions for every topic.

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If you have a planned activity, do you just invite those who have the skills and then do it again later when students have the skills?

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If you have a planned activity, do you just invite those who have the skills and then do it again later when students have the skills?

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Do you have state tests that you are responsible for preparing the students for?  If so, when are they offered, and what do you do with a student who finishes a course outside of the time the exams are offered?

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Do you have state tests that you are responsible for preparing the students for?  If so, when are they offered, and what do you do with a student who finishes a course outside of the time the exams are offered?

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What approach do you take with students who do not move forward at a proficient pace, to ensure they graduate on time?

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What % of student time is spent on Aleks and what % spent on the activities?

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What % of student time is spent on Aleks and what % spent on the activities?

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Do you have courses below the Algebra 1 level?

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How did you identify your 100 Algebra 1 students in the traditional high school to participate in the personalized learning model?

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Is there any similar work happening at the feeder middle schools to reduce the number of 9th graders with gaps?

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Is there any similar work happening at the feeder middle schools to reduce the number of 9th graders with gaps?

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Do you have district guidelines that help to track/monitor student progress?  For example, what happens if a student is struggling and is not moving ahead at a pace that will allow them graduate on-time?

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How much do you use standards in basing proficiency levels for your math classes?

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We base proficiency off of ALEKS progress which is their skill work and then depending on the school, determine proficiency on their next "show me" opportunity. These opportunities are workshop assessments that are more traditional all the way through students creating solutions to problems in the community they have a personal interest in.