1. CARNEGIE LEARNING SYSTEMS Middle/High School Mathematics

2. CARNEGIE LEARNING Mathematics publisher 20+ years of research Most tested and proven math solutions – Adaptive Software – Consumable Texts Serving 500,000+ students annually

3. COURSES Bridge to Algebra Algebra I Geometry Algebra II

4. RESULTS Research has shown that students using both the textbook and the software from the Cognitive Tutor Algebra I program: Perform 30% better on questions from the TIMSS assessment Demonstrate an 85% better performance on assessments of complex mathematical problem solving and thinking Have a 70% greater likelihood of completing subsequent Geometry and Algebra II courses Achieve 15-25% better scores on the SAT and Iowa Algebra Aptitude Test Experience equivalent results for both minority and non- minority students

5. What Works Clearing House The average improvement index for math achievement is +8 percentile points across the two studies, with a range of -1 to +16 percentile points across findings.

6. Tier 1 Model Implementation Model – Daily Instruction for all students – Student-centered – Collaborative – Problem Solving Context – Learn By Doing™ – Deepens conceptual understanding of math

7. Tier 1 Model Implementation Model Options – Textbook as primary source of instruction OR – Blended instruction model integrating texts and software.

8. Key Features and Benefits of Using the Textbook Materials Students like working cooperatively and become active participants in math class Students better relate to math when solving real- world problems Students make connections and understand key math concepts when they encounter multiple representations Teachers are better supported with materials and tips for facilitating a collaborative learning environment

9. Tier 2 Model Implementation Model 2-3 sessions on Adaptive Math Software per week 2-3 sessions on Supplemental Print Materials per week – problems solving exercises and skill practice Aligns to core instruction Supports small group instruction

10. A subscription to Carnegie Learning Adaptive Math Solutions includes the following: Student License for the Cognitive Tutor® software Access to Carnegie Learning™ Teacher’s Toolkit, a simple to use learning management system for enrolling students and monitoring their progress. Additionally, teachers have access to Carnegie Learning™ Resource Center for materials like correlation documents, implementation guides, etc.

11. Carnegie Learning Adaptive Math Solutions Students must show mastery of each discrete skill required to solve math problems prior to progressing through the software Offers continuous, formative assessment throughout curriculum. Also includes summative assessments. Students can view their progress via the Skillometer which motivates them to do their best work and master skills. Offers immediate feedback, positive reinforcement, and help if needed at each step within a problem. Re-sequence units of curricula to complement the core curriculum or provide targeted intervention. Plus automatically generate matching assessment tests. Review Mode offers students the option to review and practice skills prior to exams. Easily generate reports to analyze student progress and plan for adjustments if needed. New administrative reports help identify trends in student software usage.

12. ADAPTIVE INSTRUCTION – Target areas of weakness – Multiple representations – Engaging, real-world problems – Guided, Interactive Examples – Just-in-time feedback – Hints

15. Cognitive Tutor ® Differentiated Instruction Multiple Skills AssessedDifferentiated Instruction

16. ADAPTIVE MATH SOLUTIONS Gives administrators the ability to build a custom curriculum to meet the special needs of districts or schools. Units can be re-ordered, added and deleted, and new sequences can be named and published for use in the classroom.

17. SOFTWARE ASSESSMENTS Delivers pre- and post-tests that automatically tie to custom sequenced curricula. The pretest may be configured to be diagnostic, in which case results are used to set pacing for students in the instructional software.

18. TEACHER’S TOOLKIT

21. Carnegie Learning Print Materials Problem SolvingSkills Practice

22. Tier 3 Model Differentiates instruction to meet individual learning needs 4-5 sessions on Adaptive Math Software per week 4-5 sessions on Supplemental Print Materials per week – problems solving exercises and skill practice Aligns to core instruction

23. TRAINING Initial Development sessions for teachers are available in three formats Regional: Attending a Regional session is a cost-effective solution for schools and districts requiring Professional Development for a lower number of teachers. Educators from many schools come together, and as they learn about Cognitive Tutor curricula, have the opportunity to collaborate and learn from one another. The Onsite option gives you greater flexibility and the opportunity to customize portions of the Professional Development to meet the specific needs of your school. Webcast Conference: This Professional Development option is available for supplemental software implementations or if you add an additional subject for previously trained teachers.

24. PROFESSIONAL DEVELOPMENT Develop an understanding of the big idea in the curriculum materials Align supplemental materials to the core curriculum Develop implementation strategies for Tiers 1-3 Analyze data for instructional decision making

25. PROFESSIONAL DEVELOPMENT COST Professional development costs $600 per teacher attending a regional training site or $2,000 a day for onsite training. 1 day of training for software, two days for textbook, and three days for the blended program $350 for a two-hour webcast session if only implementing supplemental software

26. TEXTBOOK COST 1-249 students: $22.50 per student/per year* 250-499 students: $18.00 per student/per year* 500+ students: $18.00 per student/per year* *State Math Textbook Adoption Price (6 year contract): – Student receives a new textbook every year – $76.00 per student for the six years (textbook is $12.67/student/year)

27. SOFTWARE COST 1-249 students: $45.20/student/year (Software License = $40.00 per student/per year) (Software Support = $5.20 per student/per year) 250-499 students: $33.20/student/year (Software License = $28.00 per student/per year) (Software Support = $5.20 per student/per year) 500+ students: $47.20/student/year (Software = $24.00 per student/per year) (Software Support = $5.20 per student/per year) Multi Year Software Subscription Discounts (in addition to volume discounts): 3 Year = 15% off Software Licenses 5 Year = 20% off Software Licenses 6 Year = 25% off Software Licenses

28. BLENDED: TEXTBOOK AND SOFTWARE NUMBER OF STUDENTS TEXTBOOK PER STUDENT/ YEAR SOFTWARE LICENSE PER STUDENT/ YEAR SOFTWARE SUPPORT PER STUDENT/YEAR TOTAL* 1-249$22.50$40.00$5.20$67.70 250-499$18.00$28.00$5.20$51.20 500+$18.00$24.00$5.20$47.20 *State Math Textbook Adoption Price (6 year contract): - Student receives a new textbook every year = $76.00 per student for the six years (textbook is $12.67/student/year) *Multi Year Software Subscription Discounts (in addition to volume discounts): - 3 Year = 15% off Software Licenses - 5 Year = 20% off Software Licenses - 6 Year = 25% off Software Licenses *(6 year contract with student textbook and software is $47.87/student/year for 1-249 students)

29. OVERVIEW http://www.carnegielearning.com/T extbookWalkthrough/KY/index.html http://www.carnegielearning.com/T extbookWalkthrough/KY/index.html http://www.carnegielearning.com/ DI_Animation/index.html http://www.carnegielearning.com/ DI_Animation/index.html http://www.carnegielearning.com/ web_docs/AMS_SECONDARY_2008 _SWTOC.pdf http://www.carnegielearning.com/ web_docs/AMS_SECONDARY_2008 _SWTOC.pdf

30. http://www.carnegielearning.com/you rstate_process.cfm?id=38 Samples from textbooks Testimonials from teachers using the material in Kentucky Testimonials from teachers using the material in Kentucky

31. CONTACT INFORMATION Steve Fain Regional Account Manager Carnegie Learning, Inc. Berea, KY 888-851-7094 ext. 467 www.carnegielearning.com

32. Creating or Selecting Intervention Programs NCTM http://www.nctm.org/intervention.aspx Questions to Consider When Creating or Selecting an Intervention Program

33. 1. Diagnostic assessment 1.1. Does the intervention program include diagnostic assessments that identify students’ specific strengths and weaknesses with respect to both conceptual understanding and procedures? 1.2. Do the assessments investigate students’ knowledge of fundamental mathematics concepts that are grade appropriate? 1.3. Does the content that is assessed align with the school’s prescribed curriculum? 1.4. Do the assessments communicate students’ strengths and weaknesses in ways that teachers and parents can understand?

34. 2. Instructional activities 2.1. Does the intervention program include a series of instructional activities that are carefully linked with the diagnostic assessments? 2.2. Do the program’s instructional activities support and enhance, but not supplant or duplicate, regular classroom instruction? 2.3. Are tools for ongoing, formative assessment embedded in the instructional activities? 2.4. Is the mathematics in the instructional activities correct? 2.5. Do the instructional activities advance the school’s curriculum and promote reasoning and conceptual understanding? 2.6. Do the instructional activities contain challenging tasks that are appropriate for students’ interests and backgrounds?

35. 3. Postassessment 3.1. Does the intervention program contain postassessments that indicate whether the instructional activities have been effective? 3.2. Are follow-up assessments administered in a timely fashion? 3.3. Do the assessments communicate students’ growth or need for further instruction in ways that teachers and parents can understand?

36. 4. Organizational structure of the intervention 4.1. Is the structure of the intervention program feasible given the organizational structure of the school? 4.2. Does the school have the necessary resources to implement the intervention program as designed? 4.3. Does the intervention program include adequate and ongoing professional development to ensure effective implementation?

37. 5. Research supporting the intervention 5.1. Have rigorous and appropriate methods been used to evaluate the intervention program and determined it to be successful? 5.2. Does theoretical and empirical evidence support the efficacy of the intervention program in a setting that is similar to your school?