Insert Name Here Insert Date Here Hello, and welcome to today’s overview of our new Math Navigator Common Core Edition. I’m excited to share it with you. …..(next slide)

But before I do, let’s review the need for such a Math intervention program. As most of you know, we have a significant number of struggling math students in our schools across the country. For a wide variety of reasons - which we won’t go into here.

2011 Math NAEP Results: Below Proficient in Math 0% - 20% - 40% - 60% - 80% 4th Graders 60% 8th Graders 67% But the recent (released 10/2011) National NAEP results show little improvement from prior NAEP results – 60% of 4th graders were below Proficient which actually increases to 67% by the time they reach 8th grade. This suggests that at least 1 out of every 2 is struggling in math and is in need of intervention. And these are the national numbers – the problem is even greater in many large urban areas. So the challenge of course, is these students are going into Algebra, with a weak mathematical foundation. Not a good thing. For the Student, the Algebra Teacher, or the School. [Additional background notes: The total NAEP breakdown: 4th graders: Below Basic: 18% Basic: 42% Proficient: 33% Advanced: 6% 8th graders: Below Basic: 28% Basic: 39% Proficient: 26% Advanced: 8%

Intervention for Grades 1–8+ Designed to support the Common Core 26 Modules (with 20 lessons each) So that’s the goal of Math Navigator. To get to these students early. And get them back on track. Math Navigator is a research-based program that was developed by Americas Choice over over many years of research and refinement. I’ll get the whitepapers that support the program for any who are interested. As I will show you shortly, the program delivers Targeted, Precise, and Flexible Intervention . It is designed for grades 1 to 8, but is oftentimes used in high school as well. It is aligned with, and supports the Common Core. And, the program consist of 26 modules, which cover the most critical math concepts that students often struggle with. Over the next few minutes, I want to go deeper into the significance of those 3 words: Targeted, Precise, and Flexible so that you have a better understanding of the program.

Targeted intervention. To help these struggling students, we know that we have to try an alternative approach. We’ve seen time and again, that basic re-teaching doesn’t generally work for most of these students. We need to change the teaching and change the experience - so these students get the support they need to truly understand each math concept.

Expert Authorship Phil Daro Senior Fellow, America’s Choice Some of you know of Phil Daro as 1 of the 3 lead writers on Common Core. Phil’s focus is and always has been on tools to help improve math instruction at every level and has studied here and abroad. In addition to his role on Common Core, he also advises states and school districts on their accountability systems and mathematics programs. And, for the decade prior to working on Common Core, he guided the instructional design of many of America’s Choice intervention programs, including Math Navigator. Phil Daro Senior Fellow, America’s Choice

6 Principles for Effective Intervention Focus on Prior Knowledge and Misconceptions Target the Intervention Support the Building Blocks of Algebra Promote a Language-Rich Environment Create a Learning Classroom Provide Accessible Instructional Support What Phil and the team coalesced around were 6 principles that are incorporated throughout the program, and within each Lesson: Focus on Prior Knowledge and Misconceptions Target the Intervention Support the Building Blocks of Algebra Promote a Language-Rich Environment Create a Learning Classroom Provide Accessible Instructional Support Let me speak briefly about how Math Navigator incorporates each principle….

1. Focus on Prior Knowledge and Misconceptions “Division always makes the numbers smaller.” “It’s got more digits in the number, “so the number must be bigger.” “But last time, x equaled 1. Doesn’t x always = 1?” “The bigger the bottom number in a fraction, “the larger the fraction.” Here’s one of very special things about Math Navigator: it goes to the heart of why so many students struggle with math – the misconceptions that they’ve developed about math. Any of these sound familiar to you: [Click] Division always makes a number smaller The more digits the number has, the larger the number Letters represent particular numbers The bigger the denominator, the bigger the fraction Can you think of any others? [Engage audience.] There are many other misconceptions students come to math with, and we know the misconceptions – based on the research and our teaching. But what do you do about them?

Simply Reteaching Does Not Work Correcting Misconceptions vs Simply Reteaching Does Not Work Correcting Misconceptions vs. Reteaching 25 20 17.8 19.1 10.4 15 12.7 15.8 7.9 Misconception Reteaching 10 Here’s what intervention shouldn’t do: simply reteach the same material again. I want to share the results of a study by the Shell Centre. The study compared students who received misconception-based intervention (the blue line) to students who received remedial re-teaching intervention (the green line). Look at the gap between the groups when they took a delayed test – well after they learned the material. Those that had their misconceptions corrected saw long-term gains and far outperformed those that had simple re-teaching. So how do you address misconceptions? [Additional notes about the graph: On the vertical axis is the Score. The horizontal axis looks at the results from a Pre Test, Post Test, and a Delayed Test. The Shell Centre is based at the University of Nottingham in England and known for its innovative work on mathematics education. The study was performed Alan Bell and Malcolm Swan.] 5 Pre-Test Post-Test Delayed-Test

2. Target the Intervention (Deep, Not Wide) Attack fewer problems Estimate and clarify Use multiple representations/ approaches Answer in a complete sentence Estimate Diagram, Number Line, or other representation Equation When the Common Core was released, the message was clear: we were trying to do too much – our state standards had expanded so much that students were struggling to master any part of the math we were teaching. Well, that same principle is true for Intervention: we need to focus on the key topics – and go deep into each. In Math Navigator, students tackle fewer problems, but go through them deeply. Here’s an example from the student pages. [click] In Work Time, students will work through a problem, in this case the is asked to [click] estimate the answer, [click] build a visual model, [click] write out an equation, and [click] explain his or her reasoning. Working deeply through fewer problems cements learning (and establishes best practices). Of course, what you focus on is just as important of how you focus. [Additional notes: the snapshot page Using Operations to Solve Problems.] Answer

3. Support the Building Blocks of Algebra 13 + 5 As the National Panel reported a few years ago, Algebra is really the gateway to higher-order math. We know this is a transition point that trips up most of our students. Navigator addresses this problem early – even in our Grade 1 Modules. If you remember, I mentioned 1 of the 6 principles of the program is to focus on the Building Blocks of Algebra Here’s an example… [Click] Instead of teaching our students to “line the numbers up on the right,” to add double digit numbers, like I did here, …. [Click.] … Navigator depicts such problems in a horizontal format. These “equations” utilize a variety of ways to depict the missing part – such as question marks, boxes, and circles. You can see how this helps not only explain equivalence, the topic in this particular lesson, but also begins to set the important algebraic foundation of using letters to represent those missing values. These, simple, but thoughtful adjustments in the early presentation of arithmetic can create a fundamental cognitive shift for students. In Math Navigator, you’ll see we infuse such techniques throughout the program that will lead to a firmer grasp of Algebra later on.

4. Promote a Language-rich Environment Learn the words Use the words Internalize the concepts The research suggests that using mathematical language when working through math can lead to a stronger understanding of the math itself. This program has an explicit goal of introducing the math vocabulary early on - and making it a part of the classroom discussion. Students must routinely articulate their understanding of mathematical situations; in this way academic language is introduced and explicitly defined. It is then used over and over again in the context of the mathematics. In Math Navigator, the teachers edition provides all necessary vocabulary supports - including Spanish cognates - to guide the teacher in incorporating vocabulary throughout each class. [Additional notes: The snapshot is taken from Positive Rational Numbers.]

5. Create a Learning Classroom SHOW ME SETTING THE DIRECTION WORK TIME REFLECTION SHOW ME REFLECTION SETTING THE DIRECTION The research suggests that using mathematical language when working through math can lead to a stronger understanding of the math itself. This program has an explicit goal of introducing the math vocabulary early on - and making it a part of the classroom discussion. Students must routinely articulate their understanding of mathematical situations; in this way academic language is introduced and explicitly defined. It is then used over and over again in the context of the mathematics. In Math Navigator, the teachers edition provides all necessary vocabulary supports - including Spanish cognates - to guide the teacher in incorporating vocabulary throughout each class. [Additional notes: The snapshot is taken from Positive Rational Numbers.] WORK TIME

6. Provide Accessible Instructional Support Strategies for scaffolding and ELL Explicit reference to the misconception Embedded tips Alignment to Standards and Math Practices Diagnostic and progress assessment When the Common Core was released, the message was clear: we were trying to do too much – our state standards had expanded so much that students were struggling to master any part of the math we were teaching. Well, that same principle is true for Intervention: we need to focus on the key topics – and go deep into each. In Math Navigator, students tackle fewer problems, but go through them deeply. Here’s an example from the student pages. [click] In Work Time, students will work through a problem, in this case the is asked to [click] estimate the answer, [click] build a visual model, [click] write out an equation, and [click] explain his or her reasoning. Working deeply through fewer problems cements learning (and establishes best practices). Of course, what you focus on is just as important of how you focus. [Additional notes: the snapshot page Using Operations to Solve Problems.]

Module Implementation Schedule Twenty 45-Minute Lessons Week 1 Week 2 Week 3 Week 4 Pre-Test Day 1 Lessons to correct misconceptions Days 2–5 Days 6 8–10 Days 11–12 14–15 Days 16–19 Checkpoint Day 7 Day 13 Post-Test Day 20 When the Common Core was released, the message was clear: we were trying to do too much – our state standards had expanded so much that students were struggling to master any part of the math we were teaching. Well, that same principle is true for Intervention: we need to focus on the key topics – and go deep into each. In Math Navigator, students tackle fewer problems, but go through them deeply. Here’s an example from the student pages. [click] In Work Time, students will work through a problem, in this case the is asked to [click] estimate the answer, [click] build a visual model, [click] write out an equation, and [click] explain his or her reasoning. Working deeply through fewer problems cements learning (and establishes best practices). Of course, what you focus on is just as important of how you focus. [Additional notes: the snapshot page Using Operations to Solve Problems.]

Show Me (in Student Book and Show Me Cards) Work Time Setting the Direction Reflection When the Common Core was released, the message was clear: we were trying to do too much – our state standards had expanded so much that students were struggling to master any part of the math we were teaching. Well, that same principle is true for Intervention: we need to focus on the key topics – and go deep into each. In Math Navigator, students tackle fewer problems, but go through them deeply. Here’s an example from the student pages. [click] In Work Time, students will work through a problem, in this case the is asked to [click] estimate the answer, [click] build a visual model, [click] write out an equation, and [click] explain his or her reasoning. Working deeply through fewer problems cements learning (and establishes best practices). Of course, what you focus on is just as important of how you focus. [Additional notes: the snapshot page Using Operations to Solve Problems.]

Class Profile Assessment Misconception(s) Addressed Mathematical Goals Show Me Class Profile Assessment Misconception(s) Addressed When the Common Core was released, the message was clear: we were trying to do too much – our state standards had expanded so much that students were struggling to master any part of the math we were teaching. Well, that same principle is true for Intervention: we need to focus on the key topics – and go deep into each. In Math Navigator, students tackle fewer problems, but go through them deeply. Here’s an example from the student pages. [click] In Work Time, students will work through a problem, in this case the is asked to [click] estimate the answer, [click] build a visual model, [click] write out an equation, and [click] explain his or her reasoning. Working deeply through fewer problems cements learning (and establishes best practices). Of course, what you focus on is just as important of how you focus. [Additional notes: the snapshot page Using Operations to Solve Problems.] Setting the Direction

Probing for Understanding Scaffolding for Success and ELL Support Work Time Scaffolding for Success and ELL Support When the Common Core was released, the message was clear: we were trying to do too much – our state standards had expanded so much that students were struggling to master any part of the math we were teaching. Well, that same principle is true for Intervention: we need to focus on the key topics – and go deep into each. In Math Navigator, students tackle fewer problems, but go through them deeply. Here’s an example from the student pages. [click] In Work Time, students will work through a problem, in this case the is asked to [click] estimate the answer, [click] build a visual model, [click] write out an equation, and [click] explain his or her reasoning. Working deeply through fewer problems cements learning (and establishes best practices). Of course, what you focus on is just as important of how you focus. [Additional notes: the snapshot page Using Operations to Solve Problems.]

Class Profile Assessment Setting the Direction Mathematical Goals Class Profile Assessment Misconception(s) Addressed English Language Learners When the Common Core was released, the message was clear: we were trying to do too much – our state standards had expanded so much that students were struggling to master any part of the math we were teaching. Well, that same principle is true for Intervention: we need to focus on the key topics – and go deep into each. In Math Navigator, students tackle fewer problems, but go through them deeply. Here’s an example from the student pages. [click] In Work Time, students will work through a problem, in this case the is asked to [click] estimate the answer, [click] build a visual model, [click] write out an equation, and [click] explain his or her reasoning. Working deeply through fewer problems cements learning (and establishes best practices). Of course, what you focus on is just as important of how you focus. [Additional notes: the snapshot page Using Operations to Solve Problems.]

Probing for Understanding Work Time Probing for Understanding Show Me When the Common Core was released, the message was clear: we were trying to do too much – our state standards had expanded so much that students were struggling to master any part of the math we were teaching. Well, that same principle is true for Intervention: we need to focus on the key topics – and go deep into each. In Math Navigator, students tackle fewer problems, but go through them deeply. Here’s an example from the student pages. [click] In Work Time, students will work through a problem, in this case the is asked to [click] estimate the answer, [click] build a visual model, [click] write out an equation, and [click] explain his or her reasoning. Working deeply through fewer problems cements learning (and establishes best practices). Of course, what you focus on is just as important of how you focus. [Additional notes: the snapshot page Using Operations to Solve Problems.]

Common Core State Standards Common Core State Standards (listed in every Teacher Edition of every module) Common Core State Standards When the Common Core was released, the message was clear: we were trying to do too much – our state standards had expanded so much that students were struggling to master any part of the math we were teaching. Well, that same principle is true for Intervention: we need to focus on the key topics – and go deep into each. In Math Navigator, students tackle fewer problems, but go through them deeply. Here’s an example from the student pages. [click] In Work Time, students will work through a problem, in this case the is asked to [click] estimate the answer, [click] build a visual model, [click] write out an equation, and [click] explain his or her reasoning. Working deeply through fewer problems cements learning (and establishes best practices). Of course, what you focus on is just as important of how you focus. [Additional notes: the snapshot page Using Operations to Solve Problems.]

Intervention That Works with Your Schedule Flexible Across Grades 30–45 minute lessons Works with any core math curriculum Modules designed to be used at any grade level based on students’ needs

Components Student Edition Study Cards Teacher Edition Show Me Cards

26 Modules Grades 1–8+ Black dot = On grade level Green dot = Intervention (most likely use, may be needed beyond indicated grade range)

Foundations Modules Grades 1–5+ Black dot = On grade level Green dot = Intervention (most likely use, may be needed beyond indicated grade range)

Pre-Algebra/ Algebra Modules Grades 6–8+ Black dot = On grade level Green dot = Intervention (most likely use, may be needed beyond indicated grade range)

Aligns to Response to Intervention (RtI) Tier 1 Universal Tier 2: Use in small groups who are slightly behind or at risk of falling behind Tier 2 Targeted Tier 3: Use one-on-one to accelerate the learning of students 2 or 3 years below grade level Tier 3 Intensive

Assessment and Reporting Online System (ARO) 1. Screen 2. Analyze 3. Check 4. Assess Hello, and welcome to today’s overview of our new Math Navigator Common Core Edition. I’m excited to share it with you. …..(next slide)

Assessment and Reporting Online System (ARO) 1. Screen 2. Analyze 3. Check 4. Assess Hello, and welcome to today’s overview of our new Math Navigator Common Core Edition. I’m excited to share it with you. …..(next slide)

Assessment and Reporting Online System (ARO) 1. Screen 2. Analyze 3. Check 4. Assess Hello, and welcome to today’s overview of our new Math Navigator Common Core Edition. I’m excited to share it with you. …..(next slide)

Assessment and Reporting Online System (ARO) 1. Screen 2. Analyze 3. Check 4. Assess Hello, and welcome to today’s overview of our new Math Navigator Common Core Edition. I’m excited to share it with you. …..(next slide)

Assessment and Reporting Online System (ARO) 1. Screen 2. Analyze 3. Check 4. Assess Hello, and welcome to today’s overview of our new Math Navigator Common Core Edition. I’m excited to share it with you. …..(next slide)

Professional Development Hello, and welcome to today’s overview of our new Math Navigator Common Core Edition. I’m excited to share it with you. …..(next slide)

Intervention for Grades 1–8+ Designed to support the Common Core 26 Modules (with 20 lessons each)

Insert Name Here Insert Date Here