what we know…. use lisa’s call in number 3 1 instructional multiplier customized and adaptive...

What we know….

Use Lisa’s call in number

3

1

Instructional Multiplier

• Customized and Adaptive

• Scaffolded Support

• Active Engagement

• Accelerated Learning

Initial Placement: Math

5

Diagnostic Exercises

Cours

e L

evel

Student A

4.38

Student C

2.25

Student B

3.00

Student D

1.25

AdapTutor Model in MathThe AdapTutor model eliminates the random aspects of ordered navigation decisions because it takes into account the course content, the student, and the student's progress.

6

Math• Focus on Deep Understanding

Reading

• Focus on Close Reading

Standards SupportExample: What is the relationship between paragraphs 2 and 3 in the passage?

Standards SupportFor graphic response items, draw a line between matching words or phrases.

Standards SupportFor editing tasks, choose the correct word or phrase to fill in each blank.

Initial Placement in Reading

12

Diagnostic Exercises

Student A

3.50

Student C

5.50

Student B

4.00

Student D

4.50

Pass

ag

e L

exile

Level

Fourth Grade Students

13

Unparalleled Precision

Standards Mastery

Predictive Power

Real-Time Data: Class-Level Gain

Teacher 1

Teacher 2

Teacher 3

Teacher 4

Teacher 5

Teacher 6

Teacher 7

Teacher 8

School-Level Proficiency Prediction

Student-Level Prediction

Learning Resources

What I need to know….

21

2

On The Horizon: Reading

• Updated User Interface K-8

• 300 New/Updated K-2 LOs

• Java Removed

• Flash Removed

• New MATH content

User Interface

Global buttons moved to top

User Interface

Tools moved to side bar

Scroll function built in

User Interface

Page navigation at bottom

New K-2 Content

• Pearson Editorial Team

• Developmental Appropriateness

• Continuum of Support

• Explicit and Systematic

K-2 Phonics

User Interface: Math

• Consistent layouts to reduce load

• Feedback text and icons

• Visual Cues for Item Types

• Additional item types

User Interface: Math

New Math Content

• Integration of mathematical practices in new LOs

• Developmental Appropriateness

• Continuum of Support

• Explicit and Systematic