27%

63%

38%

76%

39%

72%

2006-200732 students

2007-2008600 students

2008-2009854 students

ALBUQUERQUE PUBLIC SCHOOLS SPECIAL ED RESULTSPre/Post Data

100% Average Improvement Year after YearPre/Post Data

Students receiving special education services in Albuquerque Public Schools demonstrated amazing gains through the implementation of Math-U-See.

Do•You•See?

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WHY is Math•U•See Successful as a Response to Intervention Delivery Model?

Explicit Instruction — Math·U·See directly teaches skills for math.

“ One student couldn't even count to 20 at the beginning of the year. His teacher tells me that the 'Proper Name' counting to twenty has helped him tremendously. (Before he would say 'seventeen' then write 71. The language confusion is exacerbated for dyslexics.) She bragged that he was able to skip count by 2's up to 100 today. This is a huge amount of growth in math in just a few short weeks.” —Stephanie Soltero, Hope Academy for Dyslexics

Systematic and Cumulative — Math·U·See has a definite logical sequence of concept introduction.

" The kids really enjoy it. As teachers, we love it because of the emphasis on problem solving and applying concepts through word problems with every lesson and the cumulative review. We are sold on the product so you will continue to get orders from us!" —Edith Bailey, Barclay School, SC

Structured — Math·U·See uses step-by-step procedures for introducing, reviewing, and practicing concepts.

“ After graduating from college in the area of Special Education eleven years ago, junior high math was still a struggle for me . . . especially to teach. I was introduced to your program at a conference a year ago. I taught Epsilon and Zeta last year to my students . . . and it was FANTASTIC. Both my students and I learned SO MUCH. It was absolutely wonderful. This year, I am teaching Pre-Algebra. So far, my students and I are having a great deal of fun! Thank you for making math such a success for many students and teachers. Math-U-See is changing the lives of our nation’s children.” —Jennifer, TX

Multi-sensory — Math·U·See engages visual, auditory, and kinesthetic channels simultaneously or in rapid succession.

" The program is going great! I love it :-). Using the blocks to show regrouping has made a world of difference to my students. As you know, I teach children who are Deaf/Hard of Hearing and the 'visual' aspect of Math·U·See is just what they need!" —Kristine Espinoza, Hidden Valley Elem., NV

Progress Monitoring — Math·U·See uses ongoing progress monitoring with frequent opportunities to re-teach.

“ For five years I worked with teachers using Math·U·See in over one hundred classrooms. It is successful with students with special needs because the instructional model emphasizes learning math conceptually and having students verbalize the process. Teachers using this program simultaneously instruct for conceptual understanding, computational fluency, and problem solving skills. Build it, Write It, Say It, Teach It Back works!” —Pat Carpenter, Former Math Liaison

   Contact Dan Sinclair at 800-454-6284 or go to www.MathUSee.com/special_ed.php  for more information. 

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How does Math•U•See align with research-based instruction?The United States Department of Education and the Institute of Education Sciences teamed up to develop Practice Guides1 which provide practical research-based recommendations for educators. The following practice guide addresses how one can assist students struggling with mathematics.

Recommendation How does Math•U•See meet the criteria?#1 Screen all students to identify

those at risk for potential mathematics difficulties and provide interventions to students identified as at risk.

Pre-screening of every student entering the Math·U·See system is a prerequisite for the use of Math·U·See. Evaluation is based on the ability of the student to demonstrate mastery of a given concept or computational process. Mastery is determined by the student using strategies and language that reflect the appropriate level of mathematics.

#2 Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8.

The basic premise of the Math·U·See system is to have students learn whole number computations first. An emphasis is placed on mastery of counting, place value, addition, subtraction, multiplication, and division of whole numbers prior to moving into fractions and decimals. The concepts taught in whole numbers are the foundation for teaching rational numbers.

#3 Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.

The Math·U·See system provides clear models for solving a variety of problems. The instruction for both teacher and student is explicit, structured, and cumulative. The DVD provides lesson-by-lesson instruction for the teacher. Each lesson models concepts, vocabulary, and use of the manipulatives. There is a systematic sequence to the instruction that builds cumulatively from lesson-to-lesson. There are built-in step-by-step procedures for introducing, practicing, and reviewing the concepts.

#4 Interventions should include instruction on solving word problems that is based on common underlying structures.

Math·U·See provides strategies for the teacher to work with the student to understand the context of the word problem. These strategies may include: breaking the word problem down into smaller parts, relating the problem to real life, building, drawing, acting out the problem, and looking for the key words. The concrete instruction of concepts in the Math·U·See system brings understanding that is otherwise lost in traditional abstract approaches.

#5 Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas.

The hands-on aspect of Math·U·See is the foundational component of the system. The program is built upon the use of manipulatives, rather than the manipulatives being added to support the program. The hands-on representations of the math concepts build a strong foundation that enables students to see the repetitive and cumulative nature of mathematics.

#6 Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts.

Embedded in Math·U·See is the systematic introduction and practice of basic facts needed to do mathematics efficiently. Mastery of a concept is not solely based on getting the right answer but on getting it quickly and efficiently. Counting strategies are very limited as Math·U·See effectively moves students beyond counting. A free on-line drill program is offered through the website.

#7 Monitor the progress of students receiving supplemental instruction and other students who are at risk.

Used as a RtI multi-tier model of service delivery, there are specific components of Math·U·See that provide ongoing assessment and measurement. The goal is to use the student's response as a basis for determining instructional needs and intensity.

Source Data: 1http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_math_pg_042109.pdf

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The 4-Step Approach to Implementation

Four steps that will help train students become confident problem solvers and maximize the Math·U·See curriculum:

Step 1. Prepare for the lessonThe teacher watches the DVD and reviews the instruction manual to ensure appropriate delivery of concepts and vocabulary.

Step 2. Present the new topic

Both the teacher and students use the Build, Write, and Say process. The teacher models the following multi-sensory approach to introduce the new concept to students:

Build It: Demonstrate how to use the blocks or fraction overlays to solve the problem. Write It: Show the problem step-by-step on paper as it is built. Say It: Explain the steps used to figure out the answer. Teach It Back: The student teaches the concept back demonstrating understanding of the concept.

By using Build, Write, and Say (explained further on the DVD), students are provided a multi-sensory approach to show what they know.

Step 3. Practice for MasteryStudents use the "build it, write it, and say it" process to work the lesson practice problems from the student text. Teacher and students continue to do examples together until students can do the problems without assistance.

Step 4. Progression after MasteryOnce mastery of the new concept is demonstrated, proceed into the systematic review pages for that lesson. Mastery can be demonstrated by having each student teach the new concept back to you: build the problem with the blocks (or fraction overlays), write the equation, and say/explain the problem in his or her own words.

The goal is not to fill in worksheets but to be able to teach back what has been learned. The students will be prepared for the next lesson only after demonstrating mastery of the current lesson.

A Chinese Proverb says, “Tell me and I’ll forget; Show me and I may remember; Involve me, and I will understand.” To which we add, “Let me teach it and I will have achieved mastery.”

Placement

Where to BeginAccess MathUSee.com and read the description of each Math·U·See level to help you decide where to begin.

Placement ExamsAdminister the one-page pretest which indicates a student's general math knowledge. It will assist you in deciding which specific competency exam is the most appropriate. All exams are located at MathUSee.com/placement.php. Each two-part placement exam measures a student’s computation skills and his or her ability to use those skills in real life applications.

Talk with Your RepCall Mastery Education Service toll free at 800-454-6284.

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Step 1: Teacher Prepares to Teach ◆ Watch DVD ◆ Review instruction manual

Step 2: Teacher Teaches Lesson ◆ Use manipulatives. ◆ Use Math-U-See vocabulary. ◆ Use build, write, say, and teach it back.

Step 3: Student Practice ◆ Assign a lesson practice page (A, B, and/or C) to student. Student should be using the blocks. ◆ Assess student’s work and understanding.

“Does the student demonstrate mastery of the concepts?”

· Yes? Go to step 4.

· No? Identify student needs. Use additional instruction/practice.

◆ Continue with lesson practice pages as the student needs them.

Step 4: Student Review ◆ Assign systematic review pages (D, E, and/or F) to student. Student should not be using the blocks unless an accommodation is required. ◆ Continue to assess student’s understanding.

“Does the student demonstrate mastery of the concepts?”

· Yes? Student takes lesson test.

· No? Identify student needs. Use additional instruction/practice.

Lesson Test ◆ Have student take lesson test. ◆ Continue to assess student’s understanding.

“Does the student demonstrate mastery of the concepts?”

· Yes? Introduce next lesson.

· No? Identify student needs. Use additional instruction/practice.

Additional Instruction/Practice ◆ Continue using manipulatives and/or visual representations to re-teach lesson.

◆ Have student work additional workbook pages with a focus on concepts not yet mastered.

◆ Create worksheets using the Math-U-See worksheet generator.

www.MathUSee.com/ worksheet_generator.php

◆ Use the online drill to practice facts.

www.MathUSee.com/math_drill.php

Pretest New StudentFor placement into correct level

START HERE

4-step Approach

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Instruction PackInstruction Manual / DVDThe DVD and the instruction manual are designed to guide teacher instruction. The manual provides written instructions, examples, and complete solutions for the student text and test booklet. Included are the explanation for the new concept and several examples to illustrate the new concepts.

Student KitStudent Text / Test BookletThe student text has six worksheets per lesson. There are three lesson practice sheets focusing on the new concept. These practice sheets may include word problems which are designed to apply the concept being taught in the lesson. There are also three systematic review worksheets covering the new material as well as providing practice of math concepts previously studied. The word problems on these pages reinforce math concepts mastered in previous lessons. The test booklet has one test per lesson, four unit tests, and a final exam. There are slight variations in the numbers of worksheets, lessons, and unit tests in the upper-level materials (Algebra 1 through Calculus).

Manipulative BlocksThe manipulative blocks are used in all of the Math·U·See levels from Primer to Delta and Zeta to Algebra 1. There are 88 pieces in this colorful, base-10 set of stacking blocks used to teach all aspects of arithmetic. The same blocks are used in conjunction with the Algebra/Decimal Inserts to illustrate key algebra and decimal concepts. The set consists of five each of the 2s, 3s, 4s, 6s, 7s, 8s, 9s, and 100s; seven 5s, twenty units, and twenty-one 10s. See pricing worksheet for quantities needed for classroom use.

Fraction OverlaysThis is a 37-piece set with colored vinyl fraction pieces to represent numerators along with lined clear overlays to illustrate the denominators. The overlays include the 1/2 s through the 1/6 s, plus 1/8 s, 1/10 s, and 1/16 s. All of the colored vinyl pieces correspond to the manipulative blocks and are organized in a stepped cloth holder. The overlays are used to teach fractions in Epsilon.

Algebra/Decimal InsertsThe algebra inserts are smooth pieces which snap into the backs of the ten and hundred pieces to illustrate X, –X, and X2. The decimal pieces represent units, 1/10 s and 1/100 s. There are 50 pieces in all. Inserts are used to present decimals in Zeta, and to illustrate polynomials in Pre-Algebra and Algebra 1.

Skip Count and Addition Facts Songbook and CD:Science and Literature EditionThese are songs to help the student learn the skip-counting facts. The set includes a CD and a booklet with the words and music. The lyrics refer to science concepts and children’s stories. Songs to be used in conjunction with the addition facts are also included.

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Product (General Math: PriMer to Zeta) Price

Primerfocus: Have Fun Introducing Math ◆ Instruction Pack* $30 ◆ Student Text $20 ◆ Manipulative Block Set1

α Alphafocus: Single Digit Add & Subtract ◆ Instruction Pack* $40 ◆ Student Kit ◊ $25 ◆ Manipulative Block Set1

β Betafocus: Multiple Digit Add & Subtract ◆ Instruction Pack* $40 ◆ Student Kit ◊ $25 ◆ Manipulative Block Set1

γ Gammafocus: Multiplication ◆ Instruction Pack* $40 ◆ Student Kit ◊ $25 ◆ Manipulative Block Set1

δ Deltafocus: Division ◆ Instruction Pack* $40 ◆ Student Kit ◊ $25 ◆ Manipulative Block Set1

ε Epsilonfocus: Fractions ◆ Instruction Pack* $40 ◆ Student Kit ◊ $25 ◆ Fraction Overlays2

ζ Zetafocus: Decimals & Percents ◆ Instruction Pack* $40 ◆ Student Kit ◊ $25 ◆ Manipulative Block Set1 and Algebra/Decimal Inserts3

*Instruction Packs include an instruction manual and DVD. ◊Student Kits include a student text and test booklet.

Product (Secondary Math: Pre-alGebra to calculuS) Price

Pre-Algebra ◆ Instruction Pack* $55 ◆ Student Kit ◊ $30 ◆ Manipulative Block Set1 and Algebra/Decimal Inserts3

Algebra 1 ◆ Instruction Pack* $55 ◆ Student Kit ◊ $30 ◆ Manipulative Block Set1and Algebra/Decimal Inserts3

Geometry ◆ Instruction Pack* $55 ◆ Student Kit ◊ $30

Algebra 2 ◆ Instruction Pack* $70 ◆ Student Kit ◊ $30

PreCalculus ◆ Instruction Pack* $70 ◆ Student Kit ◊ $30

Calculus ◆ Instruction Pack* $90 ◆ Student Kit ◊ $30

Manipulatives and Additional Resources1 Manipulative Blocks $35/set Need at least 1 set for each student in Primer through

Delta and Zeta through Algebra 1. We recommend:

# of students # of block sets 1 2 2 3 3 3 4 4

For 4 or more students, we recommend 1 set per student.2 Fraction Overlays $30/set Need 1 set for each student in Epsilon.3 Algebra/Decimal Inserts $20/set Need 1 set for each student in Zeta through Algebra 1.Skip Count & Addition Facts Songbook and CD: Science and Literature Edition $10Online Drill (for more facts practice) freeOnline Worksheet Generator (extra worksheets for Alpha through selected lessons of Pre-Algebra) free

Pricing Worksheet

If you have any questions, please contact us at SpecialEd@mathusee.com or 800·454·6284. Visit us online at www.MathUSee.com/special_ed.php

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Math·U·See In-Service TrainingTo ensure fidelity of implementation, Math·U·See offers a certified trainer to instruct teachers in how to use the manipulatives while teaching students.

Implementation Day 1 — $2,000Teachers are provided materials by the district or school.* Teachers are instructed in how to use the manipulatives while teaching students. A certified trainer will guide the teachers.

• Implementation Day 1 is for levels Alpha through Delta (counting through division) and is a prerequisite for Implementation Day 2.

• The school or district provides location and pays travel expenses. • The fee includes training for up to 40 teachers for this session.

Implementation Day 2 — $2,000Teachers are provided materials by the district or school.* Teachers are instructed in how to use the manipulatives while teaching students. A certified trainer will guide the teachers.

• Implementation Day 2 is for levels Epsilon through Algebra 1 (fractions through first-year algebra). Implementation Day 1 is required for Day 2 training.

• The school or district provides location and pays travel expenses. • The fee includes training for up to 40 teachers for this session.

Contact Dan Sinclair at 800-454-6284 for more information.* Prior to training, teachers will use the placement tests to determine the proper placement of students. Materials will then be purchased

by the school or district for implementation.

SupportWhat is Mastery Educational Service?Mastery Educational Service is the sole authorized representative for Math·U·See to the Special Education/Response to Intervention market. MES (Mastery Educational Service) is owned and staffed by individuals with over 30 years combined expe-rience using Math·U·See and is an independent company from Math·U·See, Inc.

Dan Sinclair is the President of Mastery Educational Service. Prior to taking this position, he was the Director of the Special Education Division of Math·U·See. He has been a Certified Trainer for Math·U·See for the past twelve years. As a straight-D high school math student, Dan struggled with mathematics most of his adult life. At the age of 30, he attended a Math·U·See workshop and received the incredible gift of understanding math! Now he passionately promotes the methodologies that helped him grasp the mathematical concepts that were previously a mystery to him.

Dan consults with school districts and trains teachers nationally to improve student achievement using the research-based practices found in the Math·U·See curriculum. He has spoken nationally at the International Dyslexia Association (IDA), Learning Disabilities of America (LDA), and National Council for Teachers of Mathematics (NCTM) conferences. He has also spoken at numerous regional conferences about improving mathematical skills in special education and intervention classrooms.

Call 1·800·454·6284, Fax 760·451·0096 or Email SpecialEd@mathusee.com or Dsinclair@mathusee.com.www.MathUSee.com/special_ed.php