1. 2010-2011 Stanford © 2009, EPGY Stanford University

2. 2 To offer highly individualized mathematics instruction that accelerates student learning and leads to measurable, sustainable results

3. Not enough time In the school day for review Not enough time In the school day for review School funding has Decreased leading To class size increases School funding has Decreased leading To class size increases Covering concepts thoroughly while keeping on the pacing guide Covering concepts thoroughly while keeping on the pacing guide Retention of concepts Inconsistent or absent Retention of concepts Inconsistent 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 quality ways parents can be involved Identifying quality ways parents can be involved Differentiation is hard to achieve Differentiation is hard to achieve Assessing student work quickly Assessing student work quickly Giving individual help regularly Giving individual help regularly

4. K-7 Mathematics Course

5. 5  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

6. 6  Number Sense: Integers  Number Sense: Decimals and Fractions  Geometry  Logic and Reasoning  Measurement  Data/Statistics/Probability

7. 7  After each exercise, depending on the result, the program determines what a student should do next  This ensures individualization even for similar students

8. 8 A Sample Mini-lesson Screen

9. 9

10. Time: 90-100 minutes per week These minutes should occur with regular use such as every day or every other day CFAs (Correct First Attempts): 90-100 per week After each exercise, depending on the result, the program determines what a student should do next

11. 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

13. With a click on the desktop icon http://epgyschools.stanford.edu/sma

14.  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

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

17. 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

18. Swimmers or Fast Cars

19. Start !!!

20. The cars !

21. Listen, Read, and Take Notes

24. …to work independently. Listen to the lectures Use 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??????

25. EPGY Stanford Math

26. REPORTS

29. 29 © 2009 EPGY Stanford University

30. 30 Replay Session Replay Session © 2009 EPGY Stanford University

32. Strand By Strand By Strand

33. 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

34. Russ McSwain (901)734-7999 rmcswain@stanford.edu