Teacher Orientation SuccessMaker 4.0

Teacher Orientation SuccessMaker 4.0

SuccessMaker 2.0 Initial Training PPT (10-09-09)
Frances Conroy Educational Consultant Good morning/afternoon! I am (name) , an (title?) with Pearson Digital. I am pleased to be here today. I’d like for you to be able to reach me after our time together today. Please note my phone number and address. If you need immediate assistance, please call Product Support at Product Support (Toll Free)

Number Sense and Operations Data Analysis Probability and Discrete Mathematics Geometry Measurement Patterns, Algebra, and Functions Fluency (Speed Games) Strands The content of Mathematics has been organized into six strands [CLICK] Number Sense and Operations [CLICK] -Data Analysis [CLICK] -Probability and Discrete Mathematics [CLICK] -Geometry [CLICK] -Measurement [CLICK] -Patterns, Algebra, and Functions [CLICK] -Fluency (Speed Games)

Grade Content Hierarchy Strand Concept Skill In the math course structure, each course grade level contains the appropriate strands. Each strand contains key learning concepts. Each concept consists of several skills that cover the math objectives. Learning Objects (L-O’s) are assigned to each lesson. A learning object or L.O. is a content piece that contains specific targeted instruction. A lesson can contain several LOs. Learning Objects (LOs)

Strand Strand Structure Concepts Skills Optional Slide (Use this slide if needing more in depth discussion on Course Structure) In the math course structure, each course level contains the six math strands. Each strand contains key concepts. In this example {click}, the third grade Patterns, Algebra, and Functions Strand has {click} three key concepts. Each concept consists of {click} several skills that cover the {click} math objectives. Learning Objects (L-O’s) are assigned to each skill objective. A learning object or L.O. is a content piece that contains specific targeted instruction. Learning Object

Curriculum Data Analysis Fluency Geometry Measurement Number Sense & Operations Patterns Algebra Functions Probability Comprehension Concepts of Print Fluency Grammar Phonics Phonological Awareness Spelling Vocabulary Gr 8 The content gets increasingly more difficult as the levels increase. Let’s take a look at Patterns, Algebra and Functions at some different levels of the program. Gr 7 Gr 6 Gr 5 Gr 4 Gr 3 Gr 2 Gr 1 Gr K

SuccessMaker Math 2nd Grade – Transformations 5th Grade – Predicting Outcomes SuccessMaker Math begins teaching challenging concepts early and continues through 8th grade. Here you can see a range of skills across multiple strands. 8th Grade – Algebraic Representations

SuccessMaker Math 3rd Grade – Possible Outcomes 4th Grade – Equivalencies Here are just a few examples of the Math problems. 8th Grade – Pythagorean Theorem

Alternative Strategies Scratchpad Activities Allow for more student choice Aligned to current math curriculum Used with addition, subtraction, multiplication without decimals 3rd Grade – Dividing Whole Numbers SuccessMaker Math integrates alternative strategies, such as the dinosaur cutting and/or band aiding the bones together to answer the problem or even working out the problem on a scratch pad. The scratchpad activities gives students the opportunity to problem solve in ways other than the traditional algorithm. This Camtasia clip will show… 4th Grade_Scratch Pad_Number Sense_Operations_Whole Numbers 3rd Grade_Cutting_Number Sense_Operations_Divide Whole Numbers Launch Camtasia Clip 4th Grade – Subtracting Whole Numbers

Hands-on Mini-session
SuccessMaker 2.0 Initial Training PPT ( ) Hands-on Mini-session Explain that they will be taking a short five minute “mini-session” to simply get a feel for the course. Distribute log ins to the participants. Show them how to log in using their user names and passwords. Say “Click any character in the character screen [CLICK] Then type in your user name and password. User names and passwords are case-sensitive.” {CLICK} You can now click on this link to have quick access to support through Pearson Digital Learning’s Community Connection. [CLICK] Your version information is at the bottom of the login screen. This is necessary information for Product Support.

Themes SuccessMaker Math has a theme for every grade level. A theme consists of introductory animations, characters, and a background. As students progress through the course, they see different animations, characters, and backgrounds. [CLICK] Theme selections are governed by the students demographic grade levels, however, they have a choice between three themes. Once they have selected, students will see this theme for the duration of the course. If students do not choose, a default theme will be selected for them. [CLICK] Here are the choices for the grade levels. {CLICK] In grades 6-8, students are given the opportunity to choose between male and female characters in addition to themes. Now, let’s get a glimpse of the themes look like. To Consultant: The next slides show each theme. You can show all of them or only show slides that pertain to your training.

A Second Look at Math! Exit/Log Off Tools Tutorial Reference Eraser Check Progress Show Answer Numeric Keypad Audio Control Have participants log into SM math for another session. Ask them to look for the items you’ve already shown. Also, ask them to focus on: --The tools and resources in this slide --Strategies for answering questions (click and click vs. click and drag, when to answer left to right or right to left, etc) Animated Character

Tools Tools Reference Progress Report Show Answer Audio Let’s review the resources you used during your session! We will start at the top with the tools. Students can also access tools such as the calculator, conversion calculator, ruler, and protractor.

Reference Tools Reference Progress Report Show Answer Audio Here are some references that students can access if needed. Students can access information regarding US currency. Tables help students with formulas and mathematical facts. The glossary helps students with mathematical terminology.

Progress Report Tools Reference Progress Report Show Answer Audio The progress report shows students their score in the current session. Here’s a “gotcha”. Please warn teachers that students can click on the Progress Report and “skip” questions without their being recorded as attempted. Here’s how it works: a student clicks on the Progress report, before answering a question. Then, he clicks out of the Progress Report. He is now presented with a whole new exercise and he skipped the previous exercise completely. The previous exercise is not counted as an “exercise attempted” on the reports. Teachers can turn off the Progress report or monitor student usage of this feature using the Course report.

Progress Report Tools Reference Progress Report Show Answer Audio Show Answer provides the student with the answer similar to checking the answer in the back of a textbook. Students can use the show answer

Geometry Sometimes the tool just appears in the upper left hand corner for the student to use.

First Look at Math: Hands-on Mini-session
SuccessMaker 2.0 Initial Training PPT ( ) First Look at Math: Hands-on Mini-session Explain that they will be taking a short five minute “mini-session” to simply get a feel for the course. If you did not do so during the reading portion of this ppt, distribute log ins to the participants. Show them how to log in using their user names and passwords. Say “Click any character in the character screen [CLICK] Then type in your user name and password. User names and passwords are case-sensitive.”

Strategies for Answering!
SuccessMaker 2.0 Initial Training PPT ( ) Strategy 1 of 3: Click and Click, not drag Strategies for Answering! Let’s review some strategies you may have experienced while you were in the course. These will help your students be more successful! The first strategy is to click and click, not click and drag. [CLICK] If you are asked to draw a line, click at the beginning point of the line, [CLICK] and then click at the end point of the line. [CLICK] DO NOT click and drag.

SuccessMaker 2.0 Initial Training PPT ( ) After scratchpad, enter Left to Right Strategies for Answering! The second strategy is for after students use the scratchpad. They should enter their answer from left to right. Since students have used the scratchpad for computation or already know the answer, [CLICK] they must enter their answers just as they would type the number--from left to right. [CLICK] The third strategy is for when students select the step-by-step option of answering a question. [CLICK] When using a traditional algorithm to acquire an answer, students will be directed through the process of working right to left. .

SuccessMaker 2.0 Initial Training PPT ( ) Strategy 3 of 3: Step-by-Step: enter Right to Left Strategies for Answering! The third strategy is for when students select the step-by-step option of answering a question. When using a traditional algorithm to acquire an answer, students will be directed through the process of working right to left. .

Math Settings Speed Games can be turned off. If this is done then you will not be able to run the Prescriptive Scheduling report in Math as turning speed games off creates a custom course. (Save As needs to be used). Speed Games Mastery time for a correct answer can be modified to 4, 5, or 6. Teachers can now limit the number of times (0-10) that students can check their progress during a Math session at the custom course, group assignment, or student assignment level. This Show/Limit Progress Report feature can be disabled even after an assignment has started, but the current session is not impacted by this change. This change goes into effect the next time students begin a session. Student use of the “check progress” option in Math will no longer advance to an alternate question and will correctly represent his/her score. Show answer is now limited to one attempt per LO per session in math and no longer overrides an incorrect attempt by the student-keeping him/her from “gaming the system” and attaining 100% on his/her progress report when he/she made incorrect responses. Teachers can manually set the starting level for a student’s assigned course, without creating a custom course. This will override the student’s enrolled grade level as the starting point for the course. The Scratchpad can be turned on or off by teachers at the custom course, group assignment or student assignment level.

Initial Placement Motion
SuccessMaker 2.0 Initial Training PPT ( ) Initial Placement Motion Level 5.50 5.00 4.50 4.0 3.50 3.00 5.00 4.62 3.68 [USE THIS SLIDE FOR ELEMENTARY TRAININGS] Motion is a feature of SuccessMaker that sets it apart from other math software. The first type is Initial Placement Motion (IPM), and the second is Standard Motion. {Click} Initial Placement Motion (IPM) is a feature of SuccessMaker Math that ensures that each student works at an appropriate level in the course. With IPM, the software monitors a student’s progress for a certain number of exercises or sessions during the initial implementation of student use. The software then uses that information to place the student at a level that is neither too easy or too difficult. IPM occurs during the first 150 exercises of in SuccessMaker Math. This diagram shows how three different students might be placed in SuccessMaker Math as a result of IPM. At different points in the course a judgment is made as to whether or not the student is doing well at a current level. The judgment points for SuccessMaker Math 3 occur every 30 questions. It is clear that all four students are seventh graders as evidenced by their starting level in IP. Let’s first look at the student whose progress is designated by the green line (the top line). This student performed very well during the first 60 exercises where two decisions were made to move the student up by .50 grade level. At level 8.0, the student performed at an average rate for the next 60 exercises during which two judgments were made to keep the student working at the same level. With no movement forward or backward for two consecutive sets of thirty exercises, IP has compiled enough data to surmise that the student should be working at the current level. Thus, the student whose progress is designated by the green line has completed IP at level 5.00 and will begin coursework at this level. The second student’s performance is marked in blue. This student accelerated during the first set of exercises, thus, the judgment was made to move his level up by .50 grade level. However, the student’s progress declined during the next thirty exercises, so the decision was made to move his level down. Since the student’s level had changed directions, the movement increment was decreased by half. Thus, the student moved down by .25 level. At the 60-exercise judgment, the student’s progress changed direction yet again, cutting the motion increment in half. Therefore, the decision was to move the student’s level up by .125 level. The student moved up again at the 90-exercise judgment leaving the motion direction unchanged. Being unchanged, the motion increment was .125 yet again. At the completion of IP, the student moved up .125 level once more making his completion level He will begin coursework at this level. The third student’s progress is designated by yellow. This student did not progress well during the first thirty exercises and the first decision was made to move his level down by .50 grade level. His progress was much better in the next 30 exercises and his progress warranted upward movement. Since the direction had changed, the decision was made to move his level up by .25 level. His work in the course declined during the next 30 exercises. Thus, the decision was made to move his level down. Since this was another change in direction, his level declined by .125 which is half of the motion increment of the previous 30 exercises. In the set of exercises prior to the fourth judgment, his performance improved. Since this was another change in direction, the motion increment was cut in half and movement was in an upward direction at During the last 30 exercises, his performance remained average. As a result, his movement in level remained unchanged and at the final judgment during the completion of IP, he was working at level The student will begin coursework at this level. The fourth student’s performance is shown in red. Like the student whose progress is indicated by yellow, this student did not progress well during the first thirty exercises and his level moved down by .50 grade level during the first decision. His progress did not change and the second decision was to move him down by another .50 level since his movement had not changed direction. His performance became better, consequently, his level moved up by .25 during the next decision. His progress declined yet again. As a consequence of the downward progress and changing direction, the judgment moved his level down His progress declined once more, resulting in another downward movement of .125 level in the same direction. He completed IP at level 3.00 and will begin coursework at this level. If IP is turned off If IP is turned off, the learner will be directly launched into the course at the enrollment level selected by the teacher. Custom assignments do not contain an option for IP. Completing IP Upon completion of IP, the learner is immediately entered into instruction at the IP level. The learner has no notification that IP is complete and, if completed in the middle of a session, the session will continue until the learner logs out or the session time ends. Teachers, however, can access reports showing progress in IP. 3.00 Number of Exercises

Initial Placement Motion
SuccessMaker 2.0 Initial Training PPT ( ) Initial Placement Motion Level 8.50 8.00 7.50 7.0 6.50 6.00 8.00 7.62 6.68 [USE THIS SLIDE FOR MIDDLE SCHOOL TRAININGS] Motion is a feature of SuccessMaker that sets it apart from other math software. The first type is Initial Placement Motion (IPM), and the second is Standard Motion. {Click} Initial Placement Motion (IPM) is a feature of SuccessMaker Math that ensures that each student works at an appropriate level in the course. With IPM, the software monitors a student’s progress for a certain number of exercises or sessions during the initial implementation of student use. The software then uses that information to place the student at a level that is neither too easy or too difficult. IPM occurs during the first 150 exercises of in SuccessMaker Math. This diagram shows how three different students might be placed in SuccessMaker Math as a result of IPM. At different points in the course a judgment is made as to whether or not the student is doing well at a current level. The judgment points for SuccessMaker Math 3 occur every 30 questions. It is clear that all four students are seventh graders as evidenced by their starting level in IP. Let’s first look at the student whose progress is designated by the green line (the top line). This student performed very well during the first 60 exercises where two decisions were made to move the student up by .50 grade level. At level 8.0, the student performed at an average rate for the next 60 exercises during which two judgments were made to keep the student working at the same level. With no movement forward or backward for two consecutive sets of thirty exercises, IP has compiled enough data to surmise that the student should be working at the current level. Thus, the student whose progress is designated by the green line has completed IP at level 8.00 and will begin coursework at this level. The second student’s performance is marked in blue. This student accelerated during the first set of exercises, thus, the judgment was made to move his level up by .50 grade level. However, the student’s progress declined during the next thirty exercises, so the decision was made to move his level down. Since the student’s level had changed directions, the movement increment was decreased by half. Thus, the student moved down by .25 level. At the 60-exercise judgment, the student’s progress changed direction yet again, cutting the motion increment in half. Therefore, the decision was to move the student’s level up by .125 level. The student moved up again at the 90-exercise judgment leaving the motion direction unchanged. Being unchanged, the motion increment was .125 yet again. At the completion of IP, the student moved up .125 level once more making his completion level He will begin coursework at this level. The third student’s progress is designated by yellow. This student did not progress well during the first thirty exercises and the first decision was made to move his level down by .50 grade level. His progress was much better in the next 30 exercises and his progress warranted upward movement. Since the direction had changed, the decision was made to move his level up by .25 level. His work in the course declined during the next 30 exercises. Thus, the decision was made to move his level down. Since this was another change in direction, his level declined by .125 which is half of the motion increment of the previous 30 exercises. In the set of exercises prior to the fourth judgment, his performance improved. Since this was another change in direction, the motion increment was cut in half and movement was in an upward direction at During the last 30 exercises, his performance remained average. As a result, his movement in level remained unchanged and at the final judgment during the completion of IP, he was working at level The student will begin coursework at this level. The fourth student’s performance is shown in red. Like the student whose progress is indicated by yellow, this student did not progress well during the first thirty exercises and his level moved down by .50 grade level during the first decision. His progress did not change and the second decision was to move him down by another .50 level since his movement had not changed direction. His performance became better, consequently, his level moved up by .25 during the next decision. His progress declined yet again. As a consequence of the downward progress and changing direction, the judgment moved his level down His progress declined once more, resulting in another downward movement of .125 level in the same direction. He completed IP at level 6.00 and will begin coursework at this level. If IP is turned off If IP is turned off, the learner will be directly launched into the course at the enrollment level selected by the teacher. Custom assignments do not contain an option for IP. Completing IP Upon completion of IP, the learner is immediately entered into instruction at the IP level. The learner has no notification that IP is complete and, if completed in the middle of a session, the session will continue until the learner logs out or the session time ends. Teachers, however, can access reports showing progress in IP. 6.00 Number of Exercises

Monitoring Students During IP
SuccessMaker 2.0 Initial Training PPT ( ) Adaptive motion makes decisions based on student performance Certain student behaviors can affect outcome Monitor by: Walking Watching Last Session report Monitoring Students During IP It’s critical for system administrators and teachers to understand the importance of monitoring students during the Initial Placement portion of the courses. Sensitive adaptive motion within the Initial Placement quickly makes decisions about students’ functional levels based on their performance. Behaviors, such as randomly selecting answers and playing around, can affect the outcome and the integrity of the placement levels. Both teachers and lab managers should monitor students by walking near them and watching them as much as possible. Teachers can also monitor students with the Last Session Report. This report is an excellent indicator of performance during the Initial Placement process.

Standard Motion Next Skill ! Sequential Practice Delayed Presentation Mixed Presentation Tutorial Prerequisite Skill Refer participants to the diagram and talk about the process. When a new skill is introduced within the Mixed Presentation, the student’s response determines what happens next. If the student answers 6-8 exercises for this skill and shows a predetermined correct response pattern, the skill is considered to be mastered and marked completed. The student will move to the next skill within the strand. If the series of 6-8 exercises is answered incorrectly 3 interventions may occur from the Intervention cycle: Sequential Practice: The student receives more exercises of the same type to determine if he/she made a careless mistake or really doesn’t understand the exercise. Tutorial: The student receives step by step instructions on how to complete exercises Prerequisite Skill: The student receives prerequisite exercises from a previously presented skill in an effort to facilitate understanding of the current skill. After Delayed Presentation, the skill is put back into the mix of exercises being presented through mixed presentation. The student has another opportunity in a set of 6-8 exercises to show understanding of the skill. If understanding is then proven, the skill is marked complete/mastered and the student moves on. If the student still does not show understanding of the skill, the skill goes into the Intervention Cycle once again. The Intervention Cycle can be entered a total of three times for Application Strands. Mastered Skill

Number Sense and Operations Strand
SuccessMaker 2.0 Initial Training PPT ( ) Number Sense and Operations Strand Grade 3 Skill Objective Write a fraction for the shaded element of a set. This is an example of sequential practice. The student will do a few examples of the same kind in a row. Exercise Exercise

Tutorial Model Differentiated instruction Scaffolding of concepts Alternative problem solving strategies Multiplying Decimals Tutorials are incorporated in the program to help students who are struggling with a particular learning objective, going beyond the help embedded in a learning objective by providing additional levels of help and support, called the scaffolding model of instruction. You will now see a Camtasia Clips) on the different types of tutorials offered in the program 6-8th Grade_Multiplying Decimals_Tutorial 5-7th Grade_Greatest Common Factor_Tutorial Additional Background Information In addition to the 100 existing step by step tutorials, approximately 50 new tutorials have been added to SuccessMaker Mathematics. At the point the student begins to have difficulty, the system presents progressively simpler problems along with remediation to determine what the student knows. The student is then provided with supportive levels of help to bring the student back up the original level of difficulty. When students successfully exit the tutorial, they have demonstrated an understanding of the original objective. This model is highly effective because it actively directs students based on their individual needs. Greatest Common Factors

The system will automatically take the student back to the necessary prerequisite skills to fill in their gaps. FR 5.00: Using pictures, change a mixed number to a fraction (halves to eighths) FR 4.90: Using pictures, change a fraction to a mixed number (halves to eights) FR 4.80: Using pictures, change a whole number to a fraction (halves to eighths) FR 4.60: Using pictures and the algorithm, add fractions, no simplifying (like denominators, halves to twelfths) FR 3.00: Count shaded parts and total number of parts (halves to eighths) FR 3.20: Mark the fraction representing the shaded part (halves to eighths)

Prerequisite Mapping of Skills First Half of Kindergarten Prerequisites can be with in a strand or across strands depending upon the skills.

Answer Pattern Grade 3 Skill Objective Write a fraction for the shaded element of a set.      Student A X X X X X Intervention      Student B X X X X X Mastery SuccessMaker analyzes the pattern of a student’s answers, not just the percentage of correct answers to determine skill mastery. Once mastered, the student will continue to progress through the course and the mastered skill will be re-introduced periodically for retention. In the above example student B was able to grasp the concept on the 5th exposure. Once the concept was understood the student was able to apply this knowledge repeatedly thus demonstrating skill mastery.

Fluency (Speed Games) The Fluency strand, also known as “Speed Games,” enables students in grades 2-8 to practice their basic math skills in addition, subtraction, multiplication, and division. These exercises build automaticity, allowing students to access math facts readily. [CLICK] The Fluency (Speed Games) strand contains a total of 70 exercise sets of 20 facts each. Fluency is not active during initial placement motion (IPM). [CLICK] A scoreboard on the screen reports the cumulative score after each correct response. The points received for each correct answer depend on the speed of the student’s response. At the end of the game, a screen displays the student's last score and the best score for Speed Games

Ending A Session When the time expires, the system shows you the progress for this session, logs you out of the course, and returns you to the Log In page. You can exit the course prior to the end of the session time by clicking on the X in the top right of the screen. If you choose to exit the course, the system records the data for that session and returns to the list of assignments.

Course Documentation Electronic/Soft-copy versions of the SM 2.0 Math Reference Guide and Reading Reference guides are located on your installation DVD. These contain in-depth information about each course including a scope and sequence. You can also download these guides from Community Connection.

Support

OnDemand Training Modules
SuccessMaker 2.0 Initial Training PPT ( ) OnDemand Training Modules OnDemand Tutorials Seconds to Success Minutes to Mastery Live Webinars Online Chat After you get started, there are many ways that we will assist your staff with implementation and technical questions. MyTrainingConnection offers training support. OnDemand modules provide training whenever you want it. You can access them on MyTrainingConnection.com if you have a subscription. Seconds to Success tutorials are designed to provide you with quick 'how-to' tips. Topics include how to add a student, how to assign curriculum, how to print reports, and many more. These topics run between 30 seconds to 2 minutes in length. So if you have a few seconds, we'll help you achieve success! Minutes to Mastery are content focused tutorials ranging from 5-15 minutes. These topics are centered on blocks of training information. Minutes to Mastery topics include management system basics, interpreting reports and curriculum overviews just to name a few. In just minutes you can achieve a higher level of mastery of your product knowledge. Recorded Webinars are on-demand versions of our live webinars. You can access topics such as classroom presentation ideas and summer school activities in these tutorials.

“Hot Topic” webinars Chat and support FAQs Documentation [Walk participants through the Community Connection site either live or using this slide. Show them the Important Messages part of the screen. Click on the SuccessMaker product section and show them the product categories and product support options. Click on Publications and Product Training. Explain the options for online training (Minutes to Mastery, Seconds to Success, etc) . As we just mentioned, the benefits to belonging to Community Connection are numerous. [CLICK] The important messages section is updated daily with important messages like needing to re-register even if you were registered with the former CoCo site. [CLICK] You have a variety of support options- live chat, , or by phone. [CLICK] In the product sections, [CLICK] you can find Product News and electronic copies of Publications. You can also link to Product Training and find downloads such as patches. [CLICK] Product Support option links are listed again for convenience. You can also participate in forums and view a list of FAQ’s that deal with SuccessMaker.

Technical Support Technical Support is available through Community Connection but you can or call.

Questions?

Name Title Phone Thank you for your attention today. I’d like for you to be able to reach me after today. Please note my phone number and address. If you need immediate assistance, please call Product Support at Product Support (Toll Free)

Teacher Orientation SuccessMaker 4.0

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