2010-2011 stanford © 2009, epgy stanford university

2010-2011

Stanford © 2009, EPGY Stanford University

2

To offer highly individualized mathematics instruction that accelerates student learning and leads to measurable, sustainable results

Not enough timeIn the school day for review

Not enough timeIn the school day for reviewSchool funding has

Decreased leadingTo class size

increases

School funding hasDecreased leading

To class sizeincreases

Covering conceptsthoroughly while

keeping on thepacing guide

Covering conceptsthoroughly while

keeping on thepacing guide

Retention of conceptsInconsistent or

absent

Retention of conceptsInconsistent or

absent

Getting good data on

student progress

Getting good data on

student progress

Identifying achievement gaps

Identifying achievement gaps

Wide range of abilities In each class

Wide range of abilities In each class

Identifying qualityways parents

can be involved

Identifying qualityways parents

can be involved

Differentiation is hard to achieve

Differentiation is hard to achieve

Assessing studentwork quickly

Assessing studentwork quickly

Giving individual help regularly

Giving individual help regularly

K-7 Mathematics Course

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Math Races: Important for improving speed and automaticity

Lectures: Mini-lessons that provide base of knowledge

Exercises: Problem solving to move through the curriculum

Motion: Determines mastery and next strand and exercise

Hints: Remediation when first response is not correct

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Number Sense: Integers

Number Sense: Decimals and Fractions

Geometry

Logic and Reasoning

Measurement

Data/Statistics/Probability

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After each exercise, depending on the result, the program determines what a student should do next

This ensures individualization even for similar students

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A Sample Mini-lesson ScreenA Sample Mini-lesson Screen

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Time: 90-100 minutes per weekThese minutes should occur with regular use such as every day or every other day

CFAs (Correct First Attempts): 90-100 per weekAfter each exercise, depending on the result, the program determines what a student should do next

Reports are easily accessed for the teacher for the group or for the individual

Students and parents can view individual student progress, strand by strand, including a replay of work completed (Session Calendar)

The Concept Summary gives details of progress through course concepts

Teachers can also view the entire group and use reports to drive instruction

With a click on the desktop icon

http://epgyschools.stanford.edu/sma

EPGY creates a username and password for each student

The teacher can find the usernames and passwords on the “reports” tab in the management system under “student accounts”

A login screen will appear

You should click on “Run Course” to begin the program

Math Races come at the beginning of each session

The goal of a math race is to work on speed and accuracy

You will race against your previous performance

You will select a race car or a swimmer, answer the question, click “enter” or “return” to see a green (correct) or red (incorrect) flash

When the races are completed, the program will advance the student to the lesson

Swimmers or Fast Cars

Start !!!

The cars !

Listen, Read, and Take Notes

…to work independently.Listen to the lecturesUse notebooks to list vocabulary,

to list other facts to remember, to use to write out a process or a calculation

Use the hints to answer the exercise on a second try

Calculators??????

EPGY Stanford Math

REPORTS

29© 2009 EPGY Stanford University

30

Replay Session

Replay Session

© 2009 EPGY Stanford University

StrandByStrand

StrandByStrand

Microsoft Windows• IE 6.0• Flash MX Player• Java 1.4.2

Apple Macintosh• OSX 3.9• Safari 1.2• Flash MX Player• Java 1.4.2

Linux• Mozilla 2.0 (FireFox)• Flash MX Player• Java 1.4.2

© 2009 EPGY Stanford University

Russ McSwain

(901)734-7999

rmcswain@stanford.edu