1. A THREE-STEP PROGRAM THAT HELPS STUDENTS CONNECT THE BIG IDEAS IN MATHEMATICS

2. DEVELOPMENTAL READINESS Some students arrive in kindergarten and first grade without having the necessary foundation for math instruction. Some students arrive in kindergarten and first grade without having the necessary foundation for math instruction.

3. Have a candy. Here are 2 more. How many do you have? Which pile has more? (Show two piles of chips) Which pile has more? (Show two piles of chips) How many triangles are there? (Show mixed array) How many triangles are there? (Show mixed array) If you had 4 candies and received 3 more, how many would you have? What comes two numbers after 7? Which number is bigger/smaller? (Show two arabic digits) Which number is bigger/smaller? (Show two arabic digits) Robbie Case & Sharon Griffin Number Knowledge Test

4. MEMORIZATION OVER UNDERSTANDING Some students move forward in the early grades only by using counting and memorization strategies.

5. CURRICULUM BECOMES MORE COMPLEX As the curriculum becomes more complex, the memorization strategies are not effective. 11 = 5 + ? 2.48 x 3 What is 1/3 of 2,400?

6. GRADE 4 INTERNATIONAL TEST Percent Correct “There are 600 balls in a box, and 1/3 of the balls are red. How many red balls are in the box?”

7. – EARLY PREDICTORS OF HIGH SCHOOL MATHEMATICS ACHIEVEMENT: SIEGLER ET AL., 2012 “Elementary school students’ knowledge of fractions and division uniquely predicts their high school mathematics achievement.”

8. FRACTIONS COMBINE MULTIPLE ‘BIG IDEAS’ THAT MAKE THEM DIFFICULT THE PARTS ARE OF EQUAL SIZE THERE ARE A SPECIFIC NUMBER OF PARTS THE WHOLE IS DIVIDED THE PARTS EQUAL THE WHOLE

9. “Find the common denominator, then add” “Flip it and multiply” “The bigger the denominator the smaller the fraction” The complexity of fractions make it more likely that students will forget that fractions represent quantities. This leads to memorization without understanding. The complexity of fractions make it more likely that students will forget that fractions represent quantities. This leads to memorization without understanding.

10. MANY STUDENTS ARE NOT DEVELOPING THE FOUNDATION THEY NEED FOR LONG- TERM SUCCESS IN MATHEMATICS. OUTCOMES

11. SYMPHONY MATH V7 “Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.” — Principles to Actions, NCTM, 2014

12. A THREE-STEP PROGRAM THAT HELPS STUDENTS CONNECT THE BIG IDEAS IN MATHEMATICS

13. THREE SYMPHONY MATH TOOLS Screener Quickly and accurately identifies at-risk students Benchmarker Confirms at-risk status and provides benchmarking data over the course of the year Instruction Intensive in-depth intervention on foundational concepts & skills

14. 1 | SCREENER Designed for Young Students Large Controls Narration of Text Carefully Designed Test Items Group Administration

15. INSTANT DELIVERY, INSTANT RESULTS Self-administered Fully Integrated K-8 Fall, Winter, Spring Administrations Instant Reports

16. 2 | BENCHMARKER Combined with Screener 20-Minute Average Test Time Multiple Correct, Plot Coordinates, Match Solutions, Fluency, etc.

17. INSTANT DELIVERY, INSTANT RESULTS Fully Integrated Standard Score Percentile Rank Student Growth Scores

18. IT STAFFTEACHERSSTUDENTS JULYIMPORT ROSTER AUGUST MAINTAIN ROSTER AS NEEDED VIEW ASSESSMENT REPORTS FALL TESTING SEPTEMBER- NOVEMBER BI-WEEKLY DATA REVIEWS INSTRUCTION 45+ MINUTES PER WEEK DECEMBER VIEW ASSESSMENT REPORTS WINTER TESTING JANUARY-APRIL BI-WEEKLY DATA REVIEWS INSTRUCTION 45+ MINUTES PER WEEK MAY VIEW ASSESSMENT REPORTS SPRING TESTING

19. 3 | INSTRUCTION Multiple Representations Multiple ‘Ways of Knowing’ Adaptive Branching Fluency Program Built In

20. USE AND CONNECT MATHEMATICAL REPRESENTATIONS Principles to Actions, NCTM, 2014 PhysicalVisualSymbolicVerbalContextual

34. INTEGRATED FLUENCY PROGRAM BUILD PROCEDURAL FLUENCY FROM CONCEPTUAL UNDERSTANDING

36. SUPPORT PRODUCTIVE STRUGGLE IN LEARNING MATHEMATICS

37. INDIVIDUALIZED INSTRUCTION WITH TASK ‘BLOCKS’ Placement Blocks Allow Students to Bypass material they have clearly mastered Skill Blocks Students Concentrate on specific skills in a Stage Focus Blocks Leveled material that provides exposure to skills that need extra practice

38. STUDENT 1: FAST-MOVER Placement Skill

39. STUDENT 2: SLOW AND STEADY Skill Focus

40. SUPPORT PRODUCTIVE STRUGGLE IN LEARNING MATHEMATICS

41. EXTRA PRACTICE MATERIALS COVER ENTIRE SCOPE AND SEQUENCE FACILITATE MEANINGFUL MATHEMATICAL DISCOURSE

42. INSTANT VIEWS OF “THREE STEP PROGRAM” DATA DASHBOARD AND MULTIPLE REPORTS

43. Task Preview

44. ‘EXTENSIONS’ AVAILABLE FOR EVERY SYMPHONY MATH STAGE ELICIT AND USE EVIDENCE OF STUDENT THINKING

45. IT STAFFTEACHERSSTUDENTS JULYIMPORT ROSTER AUGUST MAINTAIN ROSTER AS NEEDED VIEW ASSESSMENT REPORTS FALL TESTING SEPTEMBER- NOVEMBER BI-WEEKLY DATA REVIEWS INSTRUCTION 45+ MINUTES PER WEEK DECEMBER VIEW ASSESSMENT REPORTS WINTER TESTING JANUARY-APRIL BI-WEEKLY DATA REVIEWS INSTRUCTION 45+ MINUTES PER WEEK MAY VIEW ASSESSMENT REPORTS SPRING TESTING

46. SYMPHONY MATH V7 No Install K-8 Assessment, K-4 Instruction Adaptive branching customizes program for every student Concepts AND Fluency Spanish Instructions Use at School or at Home Offline materials