Every student is unique, with different instructional gaps at different levels. Typically, students are instructed according to grade level and with an assumption they have mastered all the preceding building blocks necessary for grade-level math instruction. But this is often not the case. It is imperative that an effective intervention provide a tiered model for…

Read MoreThere is widespread agreement among education researchers and experts that universal screening is central to an effective RTI program. Implemented as part of a Tier 1 Intervention, universal screening identifies current or potential academic deficits for every student. Issues with Single-Stage Screening Universal screening instruments may include Curriculum-Based Measures (CBMs) such as regular classroom tests,…

Read MoreBeginning in 2014, Bibb County schools in Macon, Georgia began a Flexible Learning Program (FLP) utilizing Ascend Math in several schools including Howard Middle School. The students in the FLP were those most at risk of failing math. These students fell in the lowest 25 percentile. “Bibb’s FLP is designed to prescribe differentiated instruction in…

Read MoreWe consistently ask the teachers and administrators at our Ascend Math partner schools to tell us how to make Ascend better so we can help students have more success. This has resulted in important improvements including adding interactivity to all video lessons, new conceptual lessons and virtual explorations, plus the dashboards for school, teacher, class…

Read MoreA recent article from KQED News reported the value of using videos to teach math concepts. Here is quote from that article: “Getting students excited and authentically curious about a math task takes more than presenting a word problem. Some teachers are finding that a short, high-interest video or other piece of media that raises…

Read MoreOnce an intervention program is in place, it can be tempting for schools to leave it in place if students are making at least some progress. But how much progress is enough? If an 8th-grade student began the year at the third-grade level, is it enough to advance that student one grade level by the end of…

Read MoreEditor’s Note: This is the fourth in a series on Common Mistakes Made in Math Intervention by guest blogger Jeff Hartman. Mistake 4: Using a Program Not Well Designed for Math Intervention Precision matters. The math software market is saturated with programs that provide practice problems for students behind grade level, and a select few…

Read MoreEditor’s note: This is the second in a series of posts from guest blogger Jeff Hartman on the Common Mistakes made in Math Intervention Mistake #2: Not Differentiating Enough In an effort to deal with classes that have many students at varying functional grade levels, some instructors will choose to group students by level to…

Read MoreThis is the first in a series of five posts on Common Mistakes Made in Math Intervention by Guest blogger Jeff Hartman Mistake 1: Starting at the Top A student who has major skill gaps from previous years is unlikely to fare well in grade level instruction. Unfortunately, too often educators start with just-below-grade-level instruction in…

Read MoreFOREWARD Wouldn’t it be great if all math students in a classroom came with the same experiences and same motivation to learn? It’s a nice thought, but the reality is that there is a wide range of skills and readiness in every classroom. Teachers are faced with the challenge of making sure that every student…

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