Farwest 1506847822

California Charter Management Organization Hopes to Improve Students' Conceptual Math

This charter school network is looking to add an adaptive math program for their middle school (grades 6-9) to increase the quality of personalization.

State: California Number of Students: 12,500
School Type: Charter Management Organization Free and Reduced Lunch: 92.0%
Grade Level: 6-12 English Language Learners: 17.0%

School Context

This charter school network prides itself in serving low-income families with top-notch college-prep academics in small, personalized settings. With values in accountability for all members of the community, students have personalized learning plans and teachers are assigned smaller numbers of students (less than many other teachers in the country) to ensure quality instruction and personalization for every student. Currently, they serve a racially diverse student body with 95% on free and reduced lunch. Some of their educational priorities center around blended learning, STEAM academics and entrepreneurship.

State of Technology

While their current solution is capable of helping students fill in skill gaps, they feel there is a missed opportunity for inspiring students to excel beyond the basics. They are looking for a solution that will help students become better at conceptual math concepts and be able to practice higher levels of math.

Currently, they use a combination of IXL, Moby Math, and Khan Academy. They feel that while these are good tools, they are interested to see if there are others that can inspire and engage students to push beyond the basics.

Tech Needs & Requirements

The administrator is looking for a tool, or suite of tools, that can be used in a station-rotation model of learning. They want the students to be able to work independently on the tool. In terms of function, the tool should include as many of the following features. Questions and assessments that: mirror CAT questions for common core; are aligned with Common Core standards; offer a variety of question-types (more than multiple choice); assess multiple skills and multiple content standards; and have a diagnostic pre-test to determine students' abilities at the time and offer formative assessments within the sequence to re-assess.Students should be able to work at their own pace. The tool should be adaptive so that students are met at their level whether it is above or below grade-level norms.Students should be able to see whether they got answers right or wrong. If students got an answer wrong, the tool would supply an explanation, a resource to relearn the concept, or an intervention solution.

The tool should control most of the progression through the content for the student.

Teachers will be data analysts and create interventions for students based on the tool's data. As student’s use the tool, teachers will be hands-off.

The tool must: be adaptive so that students can progress at their skill level; provide an assessment or diagnostic to determine skill-level; be data- aligned with standards so that teachers can inform instruction around actionable metrics; and address higher-level skills including conceptual and complex math. This charter school network offers all students Chromebooks, therefore providing 1:1. The tool should provide progress reporting, in which the primary data collected and analyzed will be whether students are progressing in their content standards. The tool should integrate with Summit PLP and Powerschool.

*Content From 2016

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