Math at Conserve

1. Math at Conserve Teacher: Caitlin Lemley Phone: 715-547- 1305 E-mail: caitlin.lemley@conserveschool.org

2. ALEKS Assessment and Learning in Knowledge Space See the ALEKS website (www.aleks.com) for detailed information on this computer-adaptive math and science education program. For example, this introductory video is one of several informative videos available on the site. For those of you interested in research that supports the effectiveness of ALEKS in comparison to traditional methods of math instruction, I have a hand-out available.

3. Why ALEKS? • Based on National Science Foundation-funded university research that began in the early 80’s • Widely used for many years, with a strong track record • Use continues to increase steadily • Aligned with college admissions tests • Used by many universities for course placement and for instruction • Ongoing research and improvements • Scholarly research comparing ALEKS to traditional instruction shows that ALEKS works as well as, or better than, traditional methods • Allows us to accommodate students from a wide range of backgrounds and programs

4. Benefits of ALEKS • Individualizes starting point and pacing for students • Gives students the choice of which topic to work on first, on any given day, within the group of topics they need to master • Keeps track of overall student progress in real time and displays this information graphically to students • Assesses students frequently, keeping track of which topics they have truly mastered and which they need to revisit

5. Benefits of ALEKS • Students can move around the classroom and work flexibly on their own or with peers, receiving 1-1 or group assistance as needed. • Research shows that the use of ALEKS is associated with reduced math anxiety and increased self-discipline and persistence. • Subscriptions continue for several weeks after the end of the semester, so students have the option of working in ALEKS after leaving Conserve. • An SAT Prep course is available through ALEKS (@$20/month).

6. What is the teacher’s role? • Providing additional practice, support, and supplemental instruction both for individual students and for small groups • Tracking student progress • Determining timing and content of quizzes • Helping students with homework in the LAB every Wednesday during study hours. (Students can also make arrangements for assistance after school and during study hours on other days.)

7. What is the teacher’s role? • Making adjustments in ALEKS for each student • Walking around the room, checking in with students, helping with questions, and keeping students on task • Pulling small groups of students or individuals to the board or to a different room to introduce new topics • Working with Academic Graduate Fellows to split the class, allowing more directed instruction with small groups of students

8. How does grading work? • 10% - Homework: Based on completion. Students receive 2 points for completing all of their topics, 1 point for some, and 0 points for none. They can make up topics later and earn back points. • 45% - Quizzes: Completed every three sections; usually worth 30 points. Students can earn back a portion of lost points by turning in corrections on a separate sheet. • 45% - Tests: Completed at the end of a chapter; usually worth 100 points.

9. How to support students who are using ALEKS • Understand that this transition can be frustrating for students, for good reason. • ALEKS is very different than traditional math instruction. • ALEKS is focused on mastery, not on grades. • ALEKS is probably holding at least some students to a higher standard of precision than they are accustomed to. • Try not to be too alarmed over an occasional low grade in ALEKS; this grade is likely to improve over time as the student makes corrections or completes unfinished work.

10. How to support students who are using ALEKS If students express concerns about math, help them think through what needs to change. • What’s going wrong exactly? • What do they think might help? • What has worked well for them before in math? • In general, what seems to help them learn best? • What could they change about how they are approaching math? What parts of math instruction or practice do they have control over? • What could the teacher change? How could the student communicate that to the teacher?

11. How to support students who are using ALEKS • Encourage self-advocacy: Do they let the teacher know when they could use assistance or a different approach? • Caitlin is available for drop-in help during Study Hours every Wednesday. • They can arrange to work with Caitlin one-on-one after school. • They can work in peer groups. • Advisors can help problem-solve and can meet with the student and the teacher to facilitate communication.

12. How to support students who are using ALEKS • If they are concerned about a grade, ask if they are aware of the ways to make up points. If they are unsure, encourage them to ask Caitlin to review and/or clarify those opportunities for them. • Encourage them to ask for supplementary materials or explanations if they are stuck on something. • Encourage them to look online for alternate explanations or materials.

13. Contact the school Please feel free to contact us at any time. You can always call or e-mail with questions or concerns. • Teacher • Advisor • Academic Dean Kathleen O’Connor • Assistant Head of School Mary Anna Thornton • E-mail and phone numbers on website

14. Questions?