Implementation Success

Discussion Map

Implementation

Data & Goal Setting

Facilitation

Assignments

Celebrations

Curriculum

• Review your ST Math Implementation Plan
• Create a schedule for ST Math Usage
• Check to see all students have started and are making progress
• Have students track usage with one of our data trackers

Tips For a Successful Implementation

ST Math Scheduling

Tips For a Successful Implementation

ST Math Usage

ST Math Procedures

ST Math Scheduling

Create a schedule 

This allows ST Math usage to be

• Intentional
• Consistent
• Supportive of usage goals 

  • At least two sign-ins per week 

  • 60 min per week (K-1)

  • 90 min per week (2+)

Station Rotation Schedule

Whole Group Schedule

ST Math Procedures

Provide access to math tools

• Manipulatives
• Game Mats
• Math Mats

ST Math Procedures

• Monitor students during ST Math time

  • Use the Problem Solving Process

  • Ask questions to facilitate thinking

  • Teach self-facilitation strategies

Ask questions to facilitate thinking

Teach self-facilitation strategies

ST Math Procedures

Have students summarize their learning

• Assess student learning
• Communicate thinking
• Make connections

Math Journal

Exit Ticket

ST Math Procedures

Things to think about:

• How students ask for help
• Goal setting
• Students tracking progress
• Transitions
• Assigning students to computers
• Acceptable noise level
• Access to math tools/resources
• Summary activity

Research shows more ST Math time = more learning

Below are some recommended weekly goals.

ST Math Usage Goals

Time Spent on ST Math is Time Spent Problem Solving

• Have all students started?
• Are students making progress?
• Are their any outliers?

View your Educator Dashboard

Focus on three areas to support implementation

• Learning Environment
• Student/Teacher Interactions
• Accountability

Classroom Walkthrough Document

Data and Goal Setting

The metrics that are reported in ST Math include progress, quiz scores, number of sign-ins, minutes, and puzzles collected.

Data Metrics

Data Trackers & Goal Setting

Productivity Data

Data Notebooks & Portfolios

Productivity graph shows weekly trends

See weekly puzzles and minutes for individual students

Productivity Data

Sign-ins section displays the student’s daily usage data

Students can monitor their productivity 

Student Data

Individual & Class Tracker to log progress toward completing a year's worth of puzzles.

Track a variety of metrics

• Sign-Ins
• Minutes
• Puzzles 
• Objectives

Data Trackers

Data Trackers

Each of the tracking documents has three purposes  

• Track and monitor data

• Set and monitor appropriate goals

• Promote mathematics discussion around student data

Goal Setting

Set and track goals

• Build agency

• Communicate accomplishments

• Identify areas for improvement

• Manage Time

• Overcome challenges

As students complete the trackers, exit tickets & journals over time they can:

• look for trends

• identify areas they have improved in

• identify areas they are still working toward

Student Data Notebooks

Celebrations

Celebrations

Examples of things to celebrate as a class, grade level, or school

• Improvement from the previous week
• The highest “average week”
• Making connections
• Overcoming hurdles
• Hitting goals over holiday weeks
• Completing objectives
• Consistent achievement of goals

Celebrations

Postcards

Receive postcards for every 10% progress made

• Portfolio of students’ mathematical thinking
• Use with the postcards
• Monthly reflections

• Use for student-led conferences with parents

Passport Books

Facilitation

• Teach without telling
• Facilitate student thinking with the Problem Solving Process
• Have students use the Persevering in Problem Solving Journal to think through their stuckness
• Support families by providing facilitating questions to help with ST Math at home

Facilitation

Facilitation

Helping Stuck Students

Problem Solving Process

Helping Stuck Students

Helping Stuck Students

• Observe students to see where support may be needed. (It may just require you to ask one question to unlock their thinking.)
• Encourage the use of manipulatives (including pencil/paper)
• Facilitate student thinking through the Problem Solving Process
• Provide unlimited JiJi tries for students and ask the student questions to facilitate their thinking

The Problem Solving Process

Focus Thinking

• What do you notice?

• What do you wonder?

• What question is the problem asking?

Uncover Thinking

• What is your prediction?

• What strategy will you use to test it?

Encourage Students to Observe & Process Thinking

• What happened when you tested your prediction?

Facilitate Thinking

• How does this compare to what you thought would happen?

• What did you learn?

• How will you use what you learned?

Stretch Thinking

• How does what you learned support your understanding of [the concept]?

• What would happen if______?

• How would you apply this concept to [this] situation?

Facilitation Resources

Curriculum

Explore the curriculum

to make data-informed decisions

• View curriculum by grade level
• View curriculum by standard
• Learn about the content in each objective
• Assign above and below grade level content to students

Use Textbook Correlations Instructionally

• Identify objectives that
  • support current instruction
  • provide intervention
  • provide a preview of content prior to unit
• ​Identify a Puzzle Talk to integrate into instruction
• Identify objectives to support small group instruction

Capture Student Thinking During ST Math Time

• Use game mats and math mats to model puzzles, illustrate thinking, and pose similar problems.

• Use the guides to engage students in math conversations focused on number sense in whole group and small group settings.

Capture Student Thinking During ST Math Time

• Use game mats to tell math stories and connect learning to symbolic notation and other math concepts

• Use math journals or exit tickets to help students explain what they are learning

Assignments

Use the Assignments Feature Strategically

• Make Data from District/School Benchmark Assessments Actionable

  • Focus: Actionable ways to integrate multiple data sources.

  • Look For: Content for which students need

    • to build foundational skills

    • additional practice 

    • to have their thinking stretched

Use the Assignments Feature Strategically

• Preview Content

  • Focus: Content students have historically struggled with and/or content around a difficult math concept.

  • Look For: Related objectives (to build a stronger foundation) to support student understanding.

Assigning Objectives

As a grade 5 teacher, you might assign this because:

• The visual models give students multiple points of entry into the unlike denominator problems

• Multiple fraction models with number lines help students conceptually understand

Read the objective description

Grade 5

Use the Assignments Feature Strategically

• Review Content

  • Focus: Identify content previously taught during class instruction for which students have struggled.

  • Look For: Recommended and related objectives to support student learning.

Assigning Objectives

As a grade 3 teacher, you might assign this to students who:

• Understand the “place value as a procedure”

• Struggle with the conceptual relationship between each place

Read the objective description

Grade 3

Use the Assignments Feature Strategically

• Extend Content

  • Focus: Help students make connections between and among math concepts.

  • Look For: Objectives with related content that supports and stretches student thinking around specific topics.

Assigning Objectives

As a grade 1 teacher, you might assign this to:

• Further, explore addition and subtraction problem structures

• Engage students in multi-step problems

• Represent situations with equations

Read the objective description

Grade 1