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

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

3. 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

4. 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 2009. Who are my intervention students? © 2009 EPGY Stanford University

5. 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.

6. IntroductionSlide #6 Stanford’s Usage Goals Our usage goal continues to be 90- 100 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

7. 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

8. 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

9. IntroductionSlide #9 Best Practices  90- 100 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

10. IntroductionSlide # The Curriculum for Math K-7 Mathematics Course

11. 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.

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

13. 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

14. 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.

15. 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

16. IntroductionSlide # How Do I Sign On? With a click on the desktop icon http://epgyschools.stanford.edu/sma

17. IntroductionSlide # Login Screen

18. IntroductionSlide #18 Home Page © 2009 EPGY Stanford University

19. IntroductionSlide # REPORTS

20. IntroductionSlide # Class Report

21. IntroductionSlide # Individual Progress Summary

22. IntroductionSlide # 22 Individual Session Calendar © 2009 EPGY Stanford University

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

24. IntroductionSlide # Individual Concept Summary Strand By Strand By Strand

25. 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

26. IntroductionSlide #26 Correlations © 2009 EPGY Stanford University

27. IntroductionSlide #27 Standards Browser © 2009 EPGY Stanford University

28. 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

29. IntroductionSlide # Summary Identify Students most in need of intervention oAllow them to use the program 90-100 minutes per week. (20-30 minute sessions) oMonitor their progress (Especially CFA’s) oWork with Stanford Representative to adjust grade placements if needed.

30. IntroductionSlide # Requesting Support  Send an e-mail description of your problem to: rmcswain@stanford.edu or call me at 901-734-7999 © 2009 EPGY Stanford University

31. IntroductionSlide #31 Questions ?