IntroductionSlide #1 Stanford Math Professional Development: 2010 Refresher Information © 2009 EPGY Stanford University

IntroductionSlide #2 Our goal is to differentiate, no matter what the skill level of the student What is the Goal? © 2009 EPGY Stanford University

IntroductionSlide #3 Stanford Math is available to all MCS Students in grades K-12. It is strongly recommended for the students designated as “Intervention” students in Grades 3-7. Who uses Stanford Math © 2009 EPGY Stanford University

IntroductionSlide #4  In the near future we will send out a list of your students designated as Intervention students.  Until further notice students will be designated as Intervention students based on their TCAP scores from Who are my intervention students? © 2009 EPGY Stanford University

IntroductionSlide #5 Intitial Placement Test (IPT) © 2009 EPGY Stanford University  We are going to offer an initial Grade placement test (Optional) that will be available to help get your students working on an appropriate level.

IntroductionSlide #6 Stanford’s Usage Goals Our usage goal continues to be minutes per week with the targeted intervention students. We are going to work hard this year to improve the CFA’s (Correct First Attempts). This is equally important to the number of minutes worked. © 2009 EPGY Stanford University

IntroductionSlide #7 How can I improve CFA’s  Monitor your student reports and work with your SSA (Russ McSwain) to make sure your students are working on the grade level appropriate for them. © 2009 EPGY Stanford University

IntroductionSlide #8 But I don’t know how to run reports  I will be happy to set up a time and day to give a PD at your school focusing strictly on running and analyzing reports.  …or you can sign up to take one of our Master Teacher Courses this Fall that will show you everything you need to know about reports. Sign-up will begin in Mid- August on Avatar. © 2009 EPGY Stanford University

IntroductionSlide #9 Best Practices  minutes per week  These minutes should occur with regular use, such as: o20 minutes a day o30 minutes, three times a week © 2009 EPGY Stanford University

IntroductionSlide # The Curriculum for Math K-7 Mathematics Course

IntroductionSlide # 11 Session Components Math Races: Important for improving speed and accuracy. Lectures: Mini-lessons that provide base of knowledge Exercises: Problem solving to move through the curriculum Motion: Determines mastery, next concepts and exercises Hints: Remediation when first response is not correct  Students are given two chances to answer a question correctly before moving onto another exercise.

IntroductionSlide # 12 Content Strands  Number Sense: Integers  Number Sense: Decimals and Fractions  Geometry  Logic and Reasoning  Measurement  Data/Statistics/Probability

IntroductionSlide #13 The Teacher’s Role  Even though students should work independently as much as possible, the need for teacher support must be emphasized  Teachers should walk around the room, observe, generally “be there” for the students  Teachers should coach and motivate students to do their best © 2009 EPGY Stanford University

IntroductionSlide # How is progress monitored? Through the monitoring of reports * Reports are easily accessible to teachers and administrators. *Students and parents may also view reports.

IntroductionSlide #15 What is the CMS? An online management system to: oMonitor and track student progress oCreate reports for any period of time oPrint out student account information oReplay student sessions oManage course settings for both individual students and the entire class oAdjust parameters including grade placement oMake specific assignments © 2009 EPGY Stanford University

IntroductionSlide # How Do I Sign On? With a click on the desktop icon

IntroductionSlide # Login Screen

IntroductionSlide #18 Home Page © 2009 EPGY Stanford University

IntroductionSlide # REPORTS

IntroductionSlide # Class Report

IntroductionSlide # Individual Progress Summary

IntroductionSlide # 22 Individual Session Calendar © 2009 EPGY Stanford University

IntroductionSlide # 23 One Day’s Work Replay Session Replay Session © 2009 EPGY Stanford University

IntroductionSlide # Individual Concept Summary Strand By Strand By Strand

IntroductionSlide #25 New Feature to Stanford Math  State Standards Browser: allows you to find exercises in our program that match the SPI’s you are working on in class. © 2009 EPGY Stanford University

IntroductionSlide #26 Correlations © 2009 EPGY Stanford University

IntroductionSlide #27 Standards Browser © 2009 EPGY Stanford University

IntroductionSlide #28 Helpful Tips for Students Use the Tab key to move to the next answer box Click enter after answering Work for accuracy then speed Try again when an answer is incorrect Use scratch paper Record vocabulary in your notebook You can listen to the lecture more than once Use End Session followed by Quit to finish before your session ends automatically © 2009 EPGY Stanford University

IntroductionSlide # Summary Identify Students most in need of intervention oAllow them to use the program minutes per week. (20-30 minute sessions) oMonitor their progress (Especially CFA’s) oWork with Stanford Representative to adjust grade placements if needed.

IntroductionSlide # Requesting Support  Send an description of your problem to: or call me at © 2009 EPGY Stanford University

IntroductionSlide #31 Questions ?