TEACHER IMPLEMENTATION GUIDE - ESP · FASTT Math Implementation Report ... 30 minutes Building Foundational Skills ... 10 minutes Building Foundational Skills • Reviewing the Diagnostic

TEACHERIMPLEMENTATION

GUIDE

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Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers.

All rights reserved.

Excepting those parts intended for classroom use, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Scholastic Inc. grants teachers who have purchased FASTT Math Next Generation permission to reproduce from this book those pages intended

for use in their classrooms. Notice of copyright must appear on all copies of copyrighted materials.

Copyright © 2012 by Scholastic Inc.

All rights reserved. Published by Scholastic Inc. Printed in the U.S.A.

ISBN-13: 978-0-545-48851-8ISBN-10: 0-545-48851-6

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Welcome Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Implementation Training Agenda Full Day . . . . . . . .5

Implementation Training Agenda Half Day . . . . . . . 6

Research and Program Overview . . . . . . . . . . . . . . . 7

Introducing FASTT Math Next Generation . . . . . . . . 8

Reviewing the Research Foundation . . . . . . . . . . . 10

Supporting Response to Intervention. . . . . . . . . . . 11

Teaching and Learning With Technology . . . . . . . . 12

Getting to Know the Materials . . . . . . . . . . . . . . . . 14

Previewing the Software . . . . . . . . . . . . . . . . . . . . . 16

Building College and Career Readiness. . . . . . . . . 20

Extending Learning With STRETCH-To-Go™ . . . . 21

Unpacking the Teacher’s Guide . . . . . . . . . . . . . . . 22

Increasing Ownership for Student Learning . . . . . . 24

Implementing in Your Classroom . . . . . . . . . . . . . . 26

The Student Experience. . . . . . . . . . . . . . . . . . . . . . 27

Introducing the Student Experience . . . . . . . . . . . . 28

Understanding Adaptive Technology . . . . . . . . . . . 29

Using the Technology Simulator . . . . . . . . . . . . . . . 30

Experiencing STRETCH-To-Go . . . . . . . . . . . . . . . 38

Re� ecting on the Student Experience . . . . . . . . . . 40

Monitoring Student Progress . . . . . . . . . . . . . . . . . 41

Managing Assessment Data. . . . . . . . . . . . . . . . . . 42

Scheduling Data Reports . . . . . . . . . . . . . . . . . . . . 43

Previewing Available Reports . . . . . . . . . . . . . . . . . 44

Student Fact Fluency Status Report . . . . . . . . . . . 46

Student Lesson Status Report . . . . . . . . . . . . . . . . 48

Student Response to Intervention Report. . . . . . . . 50

Progress Report . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Intervention Grouping Report . . . . . . . . . . . . . . . . . 54

Summary Progress Report. . . . . . . . . . . . . . . . . . . 56

FASTT Math Implementation Report . . . . . . . . . . . 57

Demographic Growth Report . . . . . . . . . . . . . . . . . 58

Table of Contents

Using the Teacher Technology . . . . . . . . . . . . . . . . 59

Teaching With Technology . . . . . . . . . . . . . . . . . . . 60

Using the Scholastic Achievement Manager . . . . . 61

Add a School/Add a Class . . . . . . . . . . . . . . . . . . . 63

Add a Teacher/Add a Student. . . . . . . . . . . . . . . . . 64

Enroll Students in FASTT Math/Customize Settings. . . . . . . . . . . . . . . . . . . . . . . . . 65

Modify Advanced Settings/Customize Award Certi� cates . . . . . . . . . . . . . . . . 66

Print Customized Worksheets/Use the Reports Index . . . . . . . . . . . . . . . . . . . . . . 67

Save and Print a Report/Access Resources. . . . . . 68

Introducing the Teacher Dashboard . . . . . . . . . . . . 69

View Data Snapshots/Explore the Snapshots . . . . 70

Schedule a Report/Opt Out of Noti� cations . . . . . . 71

Understanding the Data Snapshots . . . . . . . . . . . . 72

Drilling Down on the Data. . . . . . . . . . . . . . . . . . . . 74

STRETCH-To-Go Data Snapshots. . . . . . . . . . . . . 76

Intensive Support . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Understanding FASTT Math Intensive Support . . . 78

Implementing Intensive Support. . . . . . . . . . . . . . . 80

Using the Diagnostic Assessment . . . . . . . . . . . . . 81

Teaching Quantity Concepts . . . . . . . . . . . . . . . . . 82

Teaching the Counting System. . . . . . . . . . . . . . . . 84

Teaching Intensive Support Lessons . . . . . . . . . . .86

Your First Two Weeks. . . . . . . . . . . . . . . . . . . . . . . . 87

Previewing the Two Week Timeline. . . . . . . . . . . . . 88

Implementation Checklist . . . . . . . . . . . . . . . . . . . . 90

Selecting Students for FASTT Math . . . . . . . . . . . . 91

Establishing Classroom Procedures. . . . . . . . . . . . 92

Connecting School to Home. . . . . . . . . . . . . . . . . . 93

Analyzing SAM Reports . . . . . . . . . . . . . . . . . . . . . 94

FASTT Math Next Generation Family Letter . . . . . . 95

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

3Contents

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Welcome to FASTT Math Next Generation Implementation Training. This

training will introduce you to the highly effective, research-based intervention

program and provide you with strategies for successfully implementing

FASTT Math Next Generation in your classroom.

FASTT Math Next Generation is a research-based technology program designed

to help students in Grades 2–9 achieve math fact � uency in just 10 –15 minutes

a day. The goal of FASTT Math is for students to develop automatic recall of basic

math facts, providing the foundation for the development of higher-order math skills.

FASTT Math includes state-of-the-art tools to empower all partners in education.

• Every Student Engaged The Student Dashboard increases students’ ownership,

accountability, and motivation for learning by allowing them to track their own

performance and progress.

• Every Teacher Effective The Teacher Dashboard provides anytime, anywhere

access to critical student performance and usage data.

• Every Leader Empowered The Leadership Dashboard provides access to

student performance and usage data, helping school and district administrators

manage their program implementation and provide follow-up support as needed.

We on the FASTT Math Next Generation team thank you for your dedication

in helping students achieve math fact � uency, a critical component to success

with algebra, putting all students on the path to success in school, work, and life.

This Teacher Implementation Guide and the training today will provide you with

an overall understanding of the program and the tools necessary to effectively

implement FASTT Math Next Generation with your students.

Sincerely,

Carol Chanter

Vice President, Implementation Services

Scholastic Education

Dear FASTT Math Educator,

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Implementation Training

Full Day Agenda10 minutes Welcome and Introductions

50 minutes Research and Program Overview•Teaching and Learning With Technology•Understanding the Instructional Model

50 minutes The Student Experience•Experiencing the Instructional Sequence•Exploring the Student Dashboard•Learning With STRETCH-To-Go

Break

50 minutes Analyzing Report Data

50 minutes Monitoring Progress With the Dashboard•Understanding Data Snapshots•Using the Reports Scheduler

Lunch

50 minutes Using the Scholastic Achievement Manager (SAM)

30 minutes Building Foundational Skills•Reviewing the Diagnostic Assessment•Providing Intervention and Additional Support

Break

30 minutes Your First Two Weeks

10 minutes Final Questions and Evaluation

Learning Outcomes

•Understand how FASTT Math Next Generation uses technology to help students achieve math fact fluency. (Research-Based Instructional Strategies)

•Experience the FASTT Math Next Generation technology from the students’ perspective. (Learner and the Learning Environment)

•Use the Teacher Dashboard to monitor student progress. (Data and Differentiation)

•Analyze report data to target and differentiate instruction and intervention. (Data and Differentiation)

•Use the Scholastic Achievement Manager to manage enrollment, monitor progress and run data-rich reports. (Data and Differentiation)

• Identify and select key resources and differentiation support in the Teacher’s Guide. (Content Knowledge)

•Prepare for your first two weeks with FASTT Math Next Generation. (Learner and the Learning Environment)

5Contents

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Implementation Training

Half Day Agenda10 minutes Welcome and Introductions

25 minutes Research and Program Overview•Teaching and Learning With Technology•Understanding the Instructional Model

30 minutes The Student Experience•Experiencing the Instructional Sequence•Exploring the Student Dashboard•Learning With STRETCH-To-Go

20 minutes Analyzing Report Data

25 minutes Monitoring Progress With the Dashboard•Understanding Data Snapshots•Using the Reports Scheduler

Break

25 minutes Using the Scholastic Achievement Manager

10 minutes Building Foundational Skills•Reviewing the Diagnostic Assessment•Providing Intervention and Additional Support

10 minutes Your First Two Weeks

10 minutes Final Questions and Evaluation

Learning Outcomes

•Understand how FASTT Math Next Generation uses technology to help students achieve math fact fluency. (Research-Based Instructional Strategies)

•Experience the FASTT Math Next Generation technology from the students’ perspective. (Learner and the Learning Environment)

•Use the Teacher Dashboard to monitor student progress. (Data and Differentiation)

•Analyze report data to target and differentiate instruction and intervention. (Data and Differentiation)

•Use the Scholastic Achievement Manager to manage enrollment, monitor progress and run data-rich reports. (Data and Differentiation)

• Identify and select key resources and differentiation support in the Teacher’s Guide. (Content Knowledge)

•Prepare for your first two weeks with FASTT Math Next Generation. (Learner and the Learning Environment)

FASTT Math Next Generation Teacher Implementation Guide6

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Teacher ImplemenTaTIon GuIde

research and program overview

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introducing FASTT Math next generation with adaptive technology and systematic instruction, FASTT Math next generation helps students in grades 2–9 build fluency with math facts, extend and apply learning, and develop math confidence.

A Proven SystemThe National Council of Teachers of Mathematics (NCTM) defines fluency as the ability to perform a function readily and effortlessly. FASTT Math Next Generation is designed to promote fluency in retrieval of basic math facts (0–9 and/or 0–12) and flexibility in using them in whole number operations. Developed by Dr. Ted Hasselbring, FASTT Math employs the research-validated FASTT approach—Fluency and Automaticity through Systematic Teaching with Technology. Designed to carefully manage cognitive load, the FASTT approach helps students retrieve the answers to basic math facts from memory, both accurately and fluently. Students are considered fluent in the Software when they can accurately recall basic math facts in 0.8 seconds or less. Quick and accurate recall means that students are no longer using finger counting or other laborious strategies that consume essential working memory. FASTT Math Next Generation also includes STRETCH-To-Go games, which help students build relationships among facts to compute with greater numbers and to perform multistep math fact calculations.

Key components of the FASTT approach include:

• individualized assessment—identify each student’s level of fluency

•small instructional sets—focus on a set of facts to be stored in long-term memory

•controlled response Time—require a specific amount of time to answer math facts

•expanding recall model—successfully move facts from working memory to long-term memory by strategically interspersing new facts with fluent facts

•corrective Feedback—provide systematic, adaptive instruction and practice to help students close fluency gaps

• independent practice—practice facts stored in long-term memory

Success for All Students Developing an understanding of whole numbers begins in prekindergarten and continues through the K–12 curriculum (NCTM, 2000; NCTM, 2006). A key aspect of developing number concepts is procedural fluency—the ability to work efficiently, accurately, and flexibly with numbers (Russell, 2000a). The FASTT approach, which is the foundation of FASTT Math Next Generation, was developed to counteract the struggles students face in developing fact fluency with targeted math fact fluency intervention. FASTT Math has proven to be an effective and motivational experience, including with students who:

•Need extra intervention in number value and quantity.

•Struggle with either speed or accuracy when recalling math facts.

•Need differentiated practice to close any fluency gaps.

•May benefit from additional math fact practice.

Dr. Ted Hasselbring

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9Research and Program Overview

Understanding Math Fact AcquisitionDeveloping procedural fluency does not merely involve memorizing facts or procedures. Fluency develops through experience with number. “Mastery that underlies [procedural] fluency grows out of discovering the numerous patterns and relationships that interconnect the basic combinations” (Baroody, 2006, p. 24). Encouraging students to explore number relationships helps develop mathematical memory, the interconnected set of mathematical ideas that stays with students long-term, even when they are not being continually reinforced (Baroody et al., 2009; Isaacs & Carroll, 1999; Russell, 2000b).

Most math-delayed children, along with those who have never received systematic math fact instruction, experience challenges retrieving basic number facts. Research has shown individual students may need significantly different amounts of instruction to become fluent at retrieving answers to basic math facts. By age seven, non-math-delayed students can recall more facts from memory than their math-delayed peers, and this discrepancy increases as age increases.

Expanding Recall FASTT Math employs a proven research-based approach called “expanding recall” to help students move newly acquired math facts from their working to their long-term memory. In this model, students retrieve the correct answers to the target facts over longer and longer periods of time. The model intersperses presentation of the two target facts students are learning with presentation of learned facts in a prespecified, expanding order. Each time the target fact is presented, an additional learned fact is added as a “spacer” so that the amount of time between presentations of the target fact is expanded.

Presentation of Facts in an Expanding Recall Session

Study

Study

Fast

Fast

Fast

Fast

Fast

Fast

Fast

Fast

Fast

Fast

Fast

Fast

Fast

When completed, Study Facts become Focus FactsExpanding Recall Session

Targeting SupportThe importance of developing number concepts, including fact fluency, cannot be overemphasized. Computer-based programs targeting fact fluency have been recommended nationally (NMAP, 2008) and shown to be effective (Mevarech & Rich, 1985; Schoppek & Tulis, 2010; Yang & Tsai, 2010). FASTT Math identifies each student’s level of need, provides individualized instruction and practice that build automaticity, and extends fluency to build flexibility and number sense. The development of students’ fluency and flexibility not only frees working memory so students can attend to more sophisticated mathematical reasoning, but it also supports students’ confidence and disposition, thereby paving the way for college and career readiness.

Placement and diagnostic assessments, adaptive instruction, independent practice, continuous progress monitoring, and actionable progress and performance data work together to meet each learner’s precise needs. For students who do not possess a conceptual understanding of the operations, the program offers additional lessons and activities that focus on the mathematical foundations they need before developing math fact fluency.

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RESEARCH AND PROGRAM OVERVIEW

Reviewing the Research FoundationNumerous validation studies have proven FASTT Math works to build math fluency when students use the Software on a regular basis.

A History of SuccessFASTT Math has been providing high-quality adolescent math fact intervention, grounded in research and tested by classroom teachers, for more than six years. Currently, over 8,500 schools and more than one million students nationwide use FASTT Math to build math fact � uency. Research shows that when used daily for 10 minutes, most math-delayed children can develop � uency with all basic facts in a single operation after approximately 100 sessions. FASTT Math Next Generation includes a teacher and leader dashboard, which provides anytime, anywhere access to essential student usage and performance data to help monitor implementation � delity.

Proven Results in School Districts Continuous research and testing has proven that FASTT Math produces quantifiable gains in math achievement. Citrus County School District, located in Inverness, Florida, with 16,000 students in 23 schools, is one of many large districts that have shown results using FASTT Math. In one study of 1,323 elementary school students using FASTT Math, students gained an average of 43 new Fast Facts—facts that are correctly recalled in 0.8 seconds or less—after using the program on-model for less than one school year—a gain of 30% over the initial assessment (Bracken & Tran, 2010).

0

10

20

30

40

50

60

70

80

90

100

Number and Percentage of Multiplication Fast Facts Retrieved by Elementary School Students. Citrus County School District, FASTT Math Students (N=1,323), 2008–2009

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Supporting Response to InterventionFASTT Math aligns to Response to Intervention (RTI), a national framework for instruction and intervention to address all students’ academic needs.

Understanding RTIResponse to Intervention is a model used in schools across the nation to provide high-quality instruction and intervention that matches students’ academic needs. FASTT Math aligns to the Response to Intervention Framework in each tier, and supports all diverse learners who require any of the multitiered levels of intervention. The program was purposefully designed to be used flexibly by educators within a variety of instructional models that address all three tiers of RTI.

The RTI model features three tiers of increasingly intensive educational support:

•Tier 1 students experience success with the core grade-level curriculum

•Tier 2 students benefit from strategic supplemental instruction

•Tier 3 students need intensive intervention to meet academic goals

1Instructional Interventions

2Targeted Small Group Interventions

3Intensive Support

Interventions

FASTT Math supplements classroom instruction and provides extra practice in any of the four basic math operations students are learning in class.

FASTT Math serves as an appropriate Tier 2 intervention for those students who lack the math fact fluency skills mastered by peers in earlier grades.

FASTT Math includes Intensive Support lessons in the Teacher’s Guide to help students build the deeper conceptual understanding necessary to attain necessary foundations for fact fluency.

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Teaching and Learning with Technology FASTT Math technology increases student engagement, supports teacher effectiveness, and empowers leaders to monitor growth in their school or district.

Working Together to Achieve SuccessFASTT Math acknowledges that raising math achievement is everyone’s responsibility. The program components encourage increased ownership for student learning and empower students, teachers, and school leaders to contribute to students’ success.

LEADING

LEARNINGMath Fact Practice

Personalized Learning

Systematic Instruction

Empowering Interface

to Motivate Learning

TEACHING Intensive Math Support

Instruction

Math Content Connections

Individualized and Adaptive

Instruction

Tools to Monitor Student

Performance and Usage and Target

Instruction

Anytime, Anywhere Access to

Data

Math Practice Aligned to the

Common Core State Standards

Anytime, Anywhere Access to

Rigorous Math Fact Practice

Engaging and Fun Games

to Extend and Practice Learning

Data Transparency

for District and School

Leaders

Increased Visibility to Program

Implementation

Anytime, Anywhere

Access to Data

Tools to Monitor and Report Outcomes

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Engaging Students FASTT Math engages students in learning and motivates them to achieve math fact fluency with:

• Ownership and accountability for learning with a Student Dashboard.

• Adaptive Instructional Software to build fluency and automaticity with math facts.

• Engaging and motivational practice games.

• Anytime, anywhere access to extended learning games. Student Dashboard

Teacher Dashboard

Supporting TeachersFASTT Math maximizes teacher effectiveness in raising math achievement for all students with:

• Anytime, anywhere access to critical student performance and usage data on the Teacher Dashboard.

• Periodic assessments to monitor learning and target instruction.

• Ongoing data on student performance aligned to the Common Core State Standards.

Empowering LeadersFASTT Math supports school and district leaders to achieve a high level of implementation fidelity and program success with:

• Anytime, anywhere access to critical student performance and usage data on the Leadership Dashboard.

• Usage data to help manage implementation fidelity.

• Flexible technology platforms for implementation.

• Ongoing data on student performance aligned to the Common Core State Standards. Leadership Dashboard

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Student DashboardMotivational software feature to track completed work, upcoming facts, math fact progress, and program usage

Instructional SoftwareAdaptive Instructional Software with systematic instruction in four operations and individualized practice

STRETCH-To-Go™ Six personalized math games to extend learning of current math facts anytime, anywhere

Getting to Know the Materials FASTT Math includes adaptive and motivating student software along with teacher materials and a management system for progress monitoring and differentiated instruction.

Student Materials

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FASTT Math Teacher’s Guide All-in-one resource with Intensive Support lessons, Common Core State Standards alignments, and reports guide

Teacher DashboardComprehensive site for monitoring student performance and usage

Scholastic Achievement ManagerTool for managing program enrollment, settings, reports, resources, and student work

Award CertificatesCertificates for students that can be customized and shared with families to celebrate student achievement

Family LetterLetter introducing the FASTT Math program that lets families know what students are learning

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Dear Families,

Knowing basic math facts is a key to success in higher-level mathematics. As part of our math program, your student is using so� ware called FASTT Math Next Generation to help learn and use basic math facts. Each student works on his or her own learning path. � e program determines which facts a student cannot answer correctly in less than one second and provides instruction in only those facts. Once a student can answer a fact correctly in about one second, he or she practices to get faster.

Students will practice their facts through engaging games that reward them for accuracy and speed. Some games practice basic facts, like 3 + 7 or 6 × 4. Other games, called STRETCH-To-Go™, help students use basic facts to solve problems with greater numbers, like 30 + 7 or 30 + 70. Together, the FASTT Math instructional so� ware, practice games, and STRETCH-To-Go games help your student develop the solid foundation that he or she needs to be successful in school and the workplace.

Your student will use FASTT Math in school as part of our math program. He or she can also use the STRETCH-To-Go games from anywhere that there is a computer with Internet access. Encourage your student to play the games o� en—they are fun and students can see themselves getting better and better. You might enjoy playing the games yourself!

Sincerely,

STRETCH-To-Go Games

• Go to www.fasttmath.com/stretch.

• The fi rst time you log in, type your zip code and click OK.

• Select your school district name and click OK.

• Type your FASTT Math username and password.

• Click Go On.

• After your fi rst log-in, type your FASTT Math username and password and click Go On.

themselves getting better and better. You might enjoy playing the games yourself!

Christine Braccofor mastery of all

Multiplication Facts (0-9)

April 16, 2012

Teacher Signature

Teacher Materials

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previewing the software Learn the key components of the FASTT Math instructional software.

Adaptive InstructionFASTT Math delivers differentiated instruction using a systematic process to build fluency at the pace and level adapted specifically for each student.

placement assessment FASTT Math establishes a baseline of math fact fluency, identifying exactly which facts to focus on and which students may benefit from intensive support in quantity or counting concepts.

instruction and Feedback The Software presents a very small set of new target facts at any one time. Instruction on this target set continues until the student has fluent recall of the new facts. The interactive software provides immediate, corrective feedback.

independent practice Practice activities and Fluency Games develop students’ confidence with learned and fluent facts. STRETCH-To-Go games help students apply facts strategically and flexibly.

Fact Fluency When students show fluency in one operation, they move to the next. The FASTT Math system ensures that all students can build long-lasting fluency to tackle more complex math.

Taking the Placement AssessmentStudents begin all four FASTT Math operations with a Placement Assessment. Each Placement Assessment has two parts: a Typing Assessment and a Fact Assessment. Together, these assessments create a baseline of a student’s fact fluency in each operation.

Determining FluencyThe Software determines fluency by subtracting the student’s typing speed from the time it takes the student to input the answer. A fact is considered fluent if the student can provide the correct answer in 0.8 seconds or less. The program uses the median typing time for each number.

Response Time to Math Fact 3 7

Median Typing Speed

Actual Response Time

Fluent or Non Fluent

Student A 4.95 seconds 1.75 seconds 3.2 seconds ✘Student B 1.35 seconds 1.15 seconds 0.2 seconds ✔

The program automatically calculates the actual response time—the difference between a student’s full response time and median typing speed—to make a determination about fluency. Students are considered fluent if the difference is 0.8 seconds or less. In the example above, Student B is fluent because the difference between his or her full response speed (1.35 seconds)and typing speed (1.15 seconds) was less than 0.8 seconds.

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Reviewing the Fact Grid Once students complete their Placement Assessment, they see their Fact Grid, which provides a snapshot of their facts knowledge. Students revisit the Fact Grid during each program session to see their continued progress as they systematically work to become fluent on all facts in the Fact Grid. The Fact Grid is divided into four levels for the 0–9 fact range and five levels for the 0–12 fact range in order to group and sequence fact learning. The grid provides a snapshot of a student’s overall progress with different groups of facts.

Learn New Facts

Understanding the FactsThe Fact Grid groups facts into different levels. The adaptive instruction guides students through all of the facts on the Fact Grid to build math fact fluency in the 0–9 or 0–12 fact range.

Fast Facts These are facts that the student can answer correctly in 0.8 seconds or less. The student demonstrated fluency with these facts in either the Placement Assessment or a subsequent program assessment.

Focus Facts These are the facts the student is currently practicing; he or she received instruction on these facts and can provide a correct answer in 1.25 seconds or less.

Study Facts These are nonfluent facts. The student repeatedly gave slow or incorrect responses to these facts during the Placement Assessment. Study Facts have not yet been presented for instruction.

Beginning InstructionAfter the Placement Assessment, the program automatically determines which facts students have already mastered and places them at an entry point that builds on their previous knowledge. FASTT Math then provides direct instruction and individualized practice. Speed and accuracy data is reported for individual students each time they use the software. The adaptive software uses this data to customize pacing, instructional load, and content for each student. In addition to the instructional activities, the software provides continuous assessments for students to demonstrate proficiency with math facts.

Student Fact Grid

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Periodic AssessmentsThe Instructional Software also includes periodic assessments to continuously monitor student progress. The first part of a student’s daily lesson may be an assessment. The following two types of assessments are presented at different points determined by a student’s instructional time in the software and his or her fact states.

Activity Type Presentation Purpose Description

Mastery Assessment(Mastery)

After 60 minutes of instructional lesson time or after six complete lessons and the student has remaining Study Facts.

After every 30 minutes of instructional time or after three complete lessons and there are no more Study Facts.

To determine if the student is able to respond fluently (in 0.8 seconds or less) to Focus Facts. If so, the facts become Fast Facts; if not, the facts remain Focus Facts and are presented again in the next Mastery Assessment.

Fact assessment on all Focus Facts (up to 40 facts).

Challenge Assessment(Challenge)

When all the facts in a level are either Fast or Focus Facts, the program presents a challenge on the facts that are in the next level.

To determine if the student is able to respond fluently (in 0.8 seconds or less) to facts in the next level, even though these were nonfluent after the Placement Assessment. This accounts for facts the student may have learned outside the software.

This challenge has two parts—a Typing Assessment and a Fact Assessment—on all the next-level Study Facts.

If the student has fewer than 150 minutes of session time since completing the Placement Assessment, he or she goes directly to the Fact Assessment. The program retains the typing times from the Placement Assessment.

Students receive another type of assessment, the Special Challenge Assessment, when moved from the 0–9 to the 0–12 number range in the same operation.

Teacher Tip

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Learning With Fluency GamesGames are a vital part of FASTT Math Next Generation, to provide practice on newly learned facts as well as to extend the learning of mathematics. Fluency Games build automaticity with learned facts. Students play at least one Fluency Game per instructional lesson. The purpose of the games is to provide a fun and motivating environment in which students can increase the speed at which they recall learned facts. FASTT Math includes 12 Fluency Games to meet the interests of all students.

Game Gallery

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The common core state standards were developed by states based on the principle that the primary aim of education is not to enable students to do well in school, but to help them become college and career ready.

The Common Core State Standards In 2010, the National Governors Association and the Council of Chief State School Officers sponsored a U.S. education initiative for standards-based educational reform, known as the Common Core State Standards Initiative. “The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers” (Common Core State Standards Initiative, 2010).

The Common Core State Standards address the issue of a mathematics curriculum that is “a mile wide and an inch deep” by focusing on key topics at each grade level and providing coherent progressions across grade levels. In addition to providing grade-level Content Standards that identify what to teach and when to teach it, the Standards for Mathematical Practice provide guidance about how to teach the content.

The Practice Standards remain constant throughout the grade levels and ensure that all students are engaged with mathematics in a robust and relevant manner. They build on research-based “processes and proficiencies” with long-standing importance in mathematics education, including the National Council of Teachers of Mathematics Process Standards and the National Research Council Strands of Mathematical Proficiency.

Instructional SoftwareThe Standards call for students to be efficient and accurate with addition, subtraction, multiplication, and division. The FASTT Math Next Generation Instructional Software helps students build fluency with basic math facts in these operations. The ability to recall math facts with fluency and automaticity means that students’ mental energy is available to solve problems and reason mathematically. Fact fluency allows students to extend their fact knowledge to allow strategic reasoning and computational flexibility—paving the way for students to develop competencies in the Standards for Mathematical Practice.

STRETCH-To-GoSTRETCH-To-Go, included with the FASTT Math Next Generation program, develops Standards for Mathematical Practice through leveled game play. Games are structured so that the methods and patterns students use in one level help them reason through the problems in successive levels. Each subsequent level builds on students’ understanding, challenging them to transfer understanding to more complex problems and determine which method is most effective and efficient to use.

Building college and career readiness

StandardS for MatheMatical Practice

•Make sense of problems and persevere in solving them.

•Reason abstractly and quantitatively.

•Construct viable arguments and critique the reasoning of others.

•Model with mathematics.

•Use appropriate tools strategically.

•Attend to precision.

•Look for and make use of structure.

•Look for and express regularity in repeated reasoning.

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Extending Learning With STRETCH-To-GoFASTT Math Next Generation includes motivating math games that students can play to extend their learning anytime, anywhere.

What Is STRETCH-To-Go?Students get fluent faster with adaptive practice outside of the FASTT Math Instructional Software. Through six engaging and adaptive games, STRETCH-To-Go extends fact fluency and builds computational flexibility by focusing on properties of operations, operations with 10 and multiples of 10, and multidigit calculations.

FASTT Math STRETCH-To-Go:

• Enables students to participate in meaningful practice to make connections between basic facts and higher-level concepts.

• Is an anytime, anywhere web destination for students to extend their understanding of fluent facts.

• Helps increase students’ flexibility with operation relationships, fact families, and fact patterns.

• Deepens students’ fact fluency beyond automaticity and helps students to build confidence, a focus of the Common Core State Standards.

How does STRETCH-To-Go Extend Student Learning?Using the Instructional Software, students become fluent by establishing an automatic relationship between foundational math facts and their answers. STRETCH-To-Go extends student learning with the right rigor and meaningful practice to move beyond automaticity of basic facts and to meet the following key Common Core State Standards expectations:

Understand Use knowledge of math facts to develop and deepen understanding of the associative and commutative properties and number composition, as defined in the Common Core State Standards.

Connect Make connections among fact families and fact relationships to recognize patterns within the Base 10 system and across operations.

Extend Apply math facts to new contexts and computational formats to enhance understanding of equivalence and multidigit operations.

Sushi Monster™

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Unpacking the Teacher’s GuideIn addition to the program technology, FASTT Math includes a comprehensive Teacher’s Guide to support program implementation.

Using the Teacher’s Guide The FASTT Math Teacher’s Guide is an all-in-one resource to build in-depth knowledge about all of the program features, help implement the program with fidelity, and support students who experience challenges with the Instructional Software.

Previewing the ResourcesThe FASTT Math Teacher’s Guide consists of six sections. Refer to these sections throughout program implementation and for additional lessons to further support your struggling students.

Program Overview Learn about the FASTT Math Next Generation features.

Research and Validation Review the underlying research and background that makes FASTT Math a proven math intervention method.

The Student Experience Understand how students build fluency and automaticity with math with a step-by-step look at the Instructional Software.

STRETCH-To-Go Determine how to incorporate STRETCH-To-Go to challenge students with extended learning games.

Data and Reporting Review the reports to better understand how to use data and your comprehensive teacher site to continuously monitor your students’ progress.

Intensive Support Develop an understanding of the Math Foundations Diagnostic Assessment and supplemental intervention lessons for students who need additional support outside of the program technology.

Access a PDF version of the Teacher’s Guide from any computer with Internet access at any time from SAM resources.

Teacher Tip

Teacher’s Guide

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Supporting All Students FASTT Math Next Generation is designed to help students build math fact fluency. You may find that some students need additional support before using the program’s technology. The Teacher’s Guide includes comprehensive lessons to target support. Students whose fact fluency is less than 50% after the Placement Assessment are good candidates for the Intensive Support interventions outside of the FASTT Math Next Generation Instructional Software. These interventions help students develop the conceptual underpinnings they need to understand quantity and number.

Intensive Support Interventions Conceived and written by Dr. Katherine Garnett, the Intensive Support Interventions included in the Teacher’s Guide support students who lack conceptual understanding in quantity and counting concepts. Dr. Garnett is a nationally-recognized expert and Chairperson of the Department of Special Education at Hunter College, City University of New York. For more information on the Intensive Support lessons, including implementation suggestions, see pages 77–86 of this guide.

Learning Quantity Concepts The Teacher’s Guide includes seven lessons to support students with Quantity Concepts:

•Lesson1: Quantities 1–10

•Lesson2: Quantities 1–20

•Lesson3: Plus 10, Minus 10 at the Decades

•Lesson4: Plus 5, Minus 5 Within the 5-Scale

•Lesson5: Plus and Minus 1 and 2 From Any Number

•Lesson6: Plus 10, Minus 10 From Any Number

•Lesson7: Plus and Minus 1–10

Learning the Counting SystemThe Teacher’s Guide includes eight lessons on the Counting System:

•Lesson1: Counting by 1s



•Lesson4: Counting by 10s From Any Number

•Lesson5: Counting by 2s (Even Numbers)

•Lesson6: Counting by 2s (Odd Numbers)



FASTT Math Next Generation Teacher’s Guide

109162

LESSON 1 Quantities 1—10 INTENSIVE SUPPORT

163FASTT Math Next Generaton Lesson 1: Quantities 1—10

OBJECTIVE

• Develop a mental representation of and understand how to compare and order quantities 1–10.

• Map quantities 1–10 to the number line and connect physical quantities with written numerals.

• Connect physical quantities, the number line, and the corresponding �1, �1 written number sentences.

SUMMARY

Students work with cube stacks to gain a multi-sensory feel for quantities 1–10. They compare and order the stacks, align them with the number line, and add or subtract 1.

MATERIALS

For each student:

• 1 set of cube stacks 1–10• Number Line 0–20• 1 set Number Cards 1–10

MATHEMATICAL LANGUAGE

• compare• shorter, longer• order• number line• one more, one less, the same as• plus one, minus one, equals• number sentence

Map to the Number Line (5 minutes)

• Display the Number Line 0–20. Model visualizing the number line. I see the number line starts at 0, ends at 20, and goes up by ones. I will make a number line image in my mind.

• Model mapping the 1-stack and 2-stack to the number line beginning at 0. Point to each space (not tick mark) on the number line and verbalize what you are mapping. When I put the red 5-stack on the number line, it starts at 0 and ends at 5. It takes up fi ve spaces.

• Invite students to place the remaining cube stacks on the number line in order and verbalize the quantities, ending numbers, and number of spaces on the number line.

• Next, place the cube stacks on the number line beginning at different starting numbers When I place the red 5-stack at 10, it ends at 15. The red 5-stack still takes up 5 spaces.

1 20 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Connect to Numerals and Number Sentences (5 minutes)

• Match a Number Card 1–10 to the corresponding stack. Here is a 6 card, and here is an orange 6-stack. Show how the stack maps to the number line.

• Connect addition to the corresponding number expression. I want to add one more. This is an orange 6-stack plus a light-blue 1-stack. I write it with numbers: 6 � 1.

• Connect the physical quantities to the corresponding written notation. I can show the 6-plus-1-stack on the number line. It is the same as a yellow 7-stack. I write: 6 � 1 � 7.

• Write other �1 and �1 number sentences on the board. Read the number sentences aloud. Prompt students to: Show me with cubes. Now show it to me on the number line.

1

6

+1 20 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Practice (3 minutes)

Have students work in pairs, alternating roles, to complete this activity.

Invite students to place Number Cards 2–9 facedown in a pile. Student A selects a number card and uses the number to write a +1 number sentence. Student B checks the number sentence by building the corresponding +1 stack and fi nding the total cube stack.

Model & Explore Compare Quantities (3 minutes)

This activity develops a multi-sensory feel for quantities. Students feel, see, and verbalize the relationships between two quantities.

• Select a red 5-stack, show it, count it, and say the number. Model visualizing the quantity. I am going to hold this red 5-stack and make an image of it in my mind. Repeat with a green 2-stack.

• Model comparing the stacks. Place the 5-stack below the 2-stack. Feel how much longer one is than another and model describing the differences in length: The red 5-stack is 3 cubes longer than green 2-stack. The green 2-stack is 3 cubes shorter than red 5-stack.

• Have students practice by selecting two stacks, showing each stack,

and naming the quantities. Prompt students with: Show me. Tell me.

• To develop stable mental representations of quantity, tell students: Hold each stack. Feel how much longer one is than the other. Make an image in your mind. Then have students place the stacks horizontally and compare them, using these frames to describe the relationship:

– The -stack is cubes longer than the -stack.

– The -stack is cubes shorter than the -stack.

Order Quantity and Number (3 minutes)

• Model ordering the stacks vertically from least to greatest, like an ascending staircase. Begin by placing the 1-stack next to the 2-stack.

• Model talking about the differences by pointing and using the phrase “one more.” The green stack is one more than the light blue stack.

• Place the maroon 3-stack. Why is the maroon 3-stack next? (The maroon 3-stack is one more than the green 2-stack).

• Model ordering from greatest to least, using the phrase “one less.”

• Ask students to show and describe one-more and one-less relationships as they order the remaining stacks. Prompt students with: First show me. Then tell me.

FASTT Math Next Generation Teacher’s Guide

109178

LESSON 1 Counting by 1s INTENSIVE SUPPORT

179FASTT Math Next Generaton Lesson 1: Counting by 1s

OBJECTIVE

Establish the connection between counting forward and backward by 1s and adding and subtracting 1.

SUMMARY

Students count aloud forward and backward by 1s. They use 100 Charts and number sentences to read and record adding 1 and subtracting 1 from different numbers.

MATERIALS

For the teacher:

• 100 Chart

For each student:

• 100 Chart• Blank 10�10 Grid• One-Minute Worksheet 1


• plus, more, add, adding, addition• minus, less, take away, subtract,

subtracting, subtraction

• Discuss different words for addition (plus 1, 1 more, add 1, adding 1) and subtraction (minus 1, 1 less, take away 1, subtract 1, subtracting 1). Then have students use these words to describe more challenging counting examples (85 to 95, 65 to 55, 120 to 130).

Connect Counting to Number Sentences (5 minutes)

• Connect counting forward by 1 to “+1” expressions. You can use words to show that counting by 1 is the same as adding 1: 10 plus 1 is 11, 11 plus 1 is 12. You can also show it with numbers.

• Write the number 12 on the board. Below it write the +1 expression. 12 + 1. Use the 100 Chart to connect counting forward by 1 to the expression. I know “12 � 1” is another way to say “1 more than 12.” I count forward 1 from 12 and get to 13. So, 12 � 1 � 13. Complete the number sentence on the board and read it aloud.

• Repeat with other examples. Write the �1 expression and have students connect it to counting forward and addition.

• Connect counting back by 1 to “–1” expressions. Write the expression 12 – 1 on the board, demonstrate moving back 1 on the 100 Chart, and complete the number sentence. Twelve minus 1 is another way to say one less than 12. One less than 12 is 11, so 12 �1 � 11.

• Write incomplete +1 and –1 number sentences on the board using other numbers through 100 (e.g., 38, 45, 57, 60, 71, 83, 99). Have students read and verbally solve the number sentences demonstrating +1 and �1 on the 100 Charts. Encourage them to use the different addition and subtraction vocabulary for each number sentence.

Explore: �1, �1 (5 minutes)

• Distribute Blank 10×10 Grids to pairs of students. Let’s explore “1 more” and “1 less” on our number grids—but, without seeing the numbers.

• Guide student pairs to write the number 3 in the correct location on a Blank 10�10 Grid. Then have students determine the numbers that are 1 more and 1 less than 3 and write these on the grid.

• Continue using other starting numbers on the Blank 10�10 Grid: 13, 23, 33, 44, 54, 64, 75, 85, 95. Have student pairs check to make sure the numbers are in the correct location on the 100 Chart. If students are having diffi culty determining where to write a number or what number is 1 more or 1 less, suggest they refer to their 100 Charts as a guide.


• Give students 60 seconds to complete One-Minute Worksheet 1.

• Have students continue to fi ll in the numbers (1–100) on their Blank 10�10 Grid.

• Add students’ completed work to their Counting Folders.

Model & ExploreWARM-UP (1 minute)

Lead a brief choral counting warm-up, having students count in unison and at a pace that keeps everyone together. Start out counting from 1 to 10 forward and then count backward from 10 to 1. Accompany the counting with physical movements to set the beat.

Count Together (2 minutes)

• Distribute 100 Charts to students. Model moving forward by 1s from any number on the 100 Chart, pointing as you count aloud. Let’s count together from 20 to 30. As you point to each row in the 100 Chart, put stress on the decade word. Thirty-one, thirty-two, thirty-three, ...

• Then model counting backward from any number, again pointing to the chart. Use physical movements to set a steady rhythm.

• Conduct a Round Robin, having students count by 1s from any number using their 100 Charts. Interrupt periodically to call out re-directions: Count backward from there. Start over at 50. Reverse the Round Robin direction. Continue until students can count in a steady rhythm.

Connect Counting to Adding & Subtracting (2 minutes)

• Explain that counting by 1 is the same as adding 1. Have students count with you, using the 100 Chart. Let’s count forward from 10 to 20. You know that 1 more than 10 is 11. And 1 more than 11 is 12. And 1 more than 12 is . Continue to 20, pointing to each number on the 100 Chart as you count.

• Connect counting to addition. You also know that 10 plus 1 is 11. And 11 plus 1 is 12. And 12 plus 1 is . Have students verbally fi nish the number sentences through 20.

• Ask students to share more examples of adding 1 to other numbers using their 100 Charts.

• Repeat, connecting counting back to subtraction, using the phrases “1 less” and “minus 1.”

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Increasing Ownership for Student LearningFASTT Math leverages technology to empower all educational stakeholders—teachers, leaders, students, and parents—to contribute to raising math achievement.

TeachersIncorporating FASTT Math into the classroom enables teachers to raise math achievement by providing data-driven instruction targeted to meet individual needs. The Teacher Dashboard provides support for planning instruction, monitoring student learning, and maintaining high-quality program implementation for maximum effectiveness. By collecting, managing, and analyzing data, the Teacher Dashboard allows you to focus on targeting students to meet their individual needs.

One way I’ll take ownership for raising math achievement is…

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Leaders School and district leaders can contribute to student progress by monitoring their FASTT Math implementation. The Leadership Dashboard allows leaders to easily view data about student progress and program usage. FASTT Math data enables school leaders to continuously monitor the � delity of program implementation and to provide support as needed.

I’ll work with my school leaders to ensure FASTT Math is implemented successfully by…

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Students The Student Dashboard supports students to monitor their own performance and progress on their math fact � uency growth throughout the program. Tracking and monitoring progress enables students to contribute to their own learning path and motivates them to succeed.

I’ll encourage students to take ownership for their learning by…

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Parents Parents can contribute to raising achievement by guiding math practice at home with FASTT Math STRETCH-To-Go. Students can access STRETCH-To-Go games anywhere from any computer with Internet access.

One strategy I’ll use to build a home-to-school connection that supports student learning is…

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Implementing in Your Classroom FASTT Math was created with a flexible implementation structure to enable you to adapt an implementation model based on your classroom needs and resources.

I plan to implement FASTT Math...

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When using classroom computers, I will ensure that my students use the program on-model by...

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I plan to reserve the Computer Lab or Library Media Center on the following days...

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Choosing an Implementation StrategyFASTT Math Next Generation provides an individualized, self-paced experience for each student. Lessons are approximately 10–15 minutes long. Students will achieve success when they use FASTT Math 3–5 times per week. Consider any of the following implementation options to help create a FASTT Math implementation plan:

• Before- or after-school targeted math program

• During homeroom

• Rotations throughout the school day

• Daily instructional math block

• Pull-out intervention

• Summer school

Classroom ComputersWhen implementing FASTT Math with classroom computers or a laptop cart, incorporate any of the following implementation strategies and routines:

• Create a rotation schedule for students to access FASTT Math during independent work time.

• Schedule daily or weekly time slots to reserve the laptop cart for your classroom.

• Combine classroom computer time using the mobile laptop cart or computer lab.

• Begin math instruction with a 10–15 minute computation exercise for the class while selected students use FASTT Math.

• When students are working independently, rotate them onto the FASTT Math computer stations.

Computer Lab or LibraryWhen using the computer lab or school library, consider the following strategies for a successful implementation:

• Schedule daily or weekly time slots for the whole class and use at least 15 minutes of lab time for FASTT Math.

• Plan for additional travel time to and from the computer lab or library and additional time for computer setup.

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The Student experience

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The STudenT experience

introducing the Student experienceexplore the FASTT Math technology from a student’s perspective to experience how the motivating features and adaptive instruction build math fact fluency.

Overview of the Student ExperienceThe FASTT Math student experience consists of four components designed to build fact fluency with all math facts from 0–9 and/or 0–12 and the following four mathematical operations: addition, subtraction, multiplication, and division. Students use the Instructional Software 3–5 times per week for 10–15 minutes, and play STRETCH-To-Go games as often as they desire.

Placement Assessment Students begin each operation by taking a two-part Placement Assessment—Typing and Fact Challenge. The assessment records each student’s individual typing speed and baseline math fact fluency. The adaptive technology determines which facts students need to learn and become fluent with after the Placement Assessment in each operation.

Student Dashboard The Student Dashboard enables all students to monitor their own progress and celebrate achievement. Rewards, top scores, and math fact progress are conveniently displayed all in one place. Students visit their Dashboard at the start of each session in an operation after taking the Placement Assessment.

Instructional Software The Instructional Software is the heart of the FASTT Math program. Students receive adaptive instruction, engage in individualized practice with Fluency Games, and take periodic assessments. After students take the Placement Assessment, the adaptive technology systematically helps students turn their Study and Focus Facts into Fast Facts.

STRETCH-To-GoSTRETCH-To-Go games offer practice with computational flexibility. Using the facts students have mastered on the instructional software, STRETCH-To-Go games are individualized and designed to help students extend their learning to practice skills aligned to the Common Core State Standards. These games are available anytime on any computer with Internet access.

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29The Student Experience

Understanding Adaptive TechnologyFASTT Math helps students build math fact fluency using adaptive technology. Understanding how the technology works will give you a better understanding of the student experience.

Defining the Facts During training, write down the definition of the following FASTT Math fact definitions.

Fact Type Description

Fast Fact

Focus Fact

Study Fact

Changing Fact StatesAs students progress through the Instructional Software, the states of their Study and Focus Facts change. Students complete the following activities to help turn all of their facts into Fast Facts:

Placement Assessment All facts begin as Study Facts until the Placement Assessment is complete. A fact changes from a Study Fact to a Fast Fact when the student provides a correct answer in 0.8 seconds or less (not including typing time).

Challenge When all the facts in one level are either Fast or Focus Facts, the program challenges students with the facts in the next level. A fact in the next level changes from a Study Fact to a Fast Fact when the student provides a correct answer in 0.8 seconds or less (not including typing time).

Learn New Facts A Study Fact changes to a Focus Fact when the student provides a correct answer within 1.25 seconds (not including typing time) during the Placement or Periodic Assessments. A Focus Fact changes to a Fast Fact when the student provides a correct answer in 0.8 seconds or less during Mastery.

Mastery Assessment Mastery is a Periodic Assessment. When the student has Study Facts remaining in the Fact Grid after 60 minutes of instructional lesson time or after six complete lessons, whichever comes first, the program presents a challenge to determine fluency on the Focus Facts. If a student provides correct answers to Focus Facts in 0.8 seconds or less, these facts become Fast Facts; if not, they remain as Focus Facts.

When the Fact Grid has only Fast and Focus Facts, Mastery is presented after every 30 minutes of instructional time or after three complete lessons, whichever comes first.

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using the Technology Simulator during training, you will use the FASTT Math next Generation Technology Simulator to experience a sampling of each component of the student experience.

Participating in the Student ExperienceThe Simulator allows you to experience a sampling of instructional activities in one session. Students typically do not complete the Placement Assessment and instruction in the same session. During the simulation you will see Training Tips with explanations or directions to guide your experience. Remember to:

•Take some time to explore each feature.

•Read the Training Tips when they appear. Click the x in the upper right corner of each tip to close it.

•Notice the motivating and adaptive features, such as the individualized Fluency Games and Student Dashboard, which support your students’ growth over time.

•Think about which activities might be most engaging for your students and which ones might be most challenging.

Exploring the Instructional SoftwareYou will work independently on the Instructional Software during the Student Experience. As you explore, turn to pages 31–37 to jot down your observations on the Placement Assessment, Instructional Software, Student Dashboard, and STRETCH-To-Go. Follow the steps below to experience the FASTT Math student Software using the Simulator:

1. Select Student as your role on the Simulator screen and click Go to access the Student Access screen.

2. Click the FASTT Math next Generation icon on the Student Access screen, which shows all Scholastic technology programs.

3. Enter cbracco as the username and any word as the password. Then click Go On.

4. Take the Placement Assessment and view the Fact Grid.

5. Log in again to experience a Mid-Operation Software session. Enter cbracco as the username and any word as the password. Then click Go On.

6. After you complete the Instructional Software part of the Simulator, log in to STRETCH-To-Go to experience how students extend their learning from the Instructional Software. Click the STreTch-To-Go icon.

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Placement Assessment Part One: Typing Challenge During the Typing Challenge part of the Placement Assessment, students type each number displayed on the screen as quickly as possible. The Typing Challenge:

• Takes no longer than 10 minutes to complete.

• Consists of up to 46 two-digit numbers in 2–4 sets.

• Begins from the last unsaved set if students log out before completion.

Typing Challenge

Math Fact Challenge

Placement Assessment Part Two: Math Fact ChallengeDuring the Fact Challenge part of the Placement Assessment, the Software presents a different number of facts to each student based on that student’s performance. The Fact Challenge:

• Consists of 40 problems per set in 2–4 sets.

• Does not give immediate feedback about right or wrong answers.

• Only presents facts in the student’s assigned operation.

One question I have about the Typing Challenge is…

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One question I have about the Math Fact Challenge is…

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THE STUDENT EXPERIENCE

Fact GridThe first time students see their Fact Grid is immediately after taking the Placement Assessment. The Fact Grid displays all of the facts in the assigned operation. Then students see their Fact Grid every time they work in the program. The Fact Grid displays:

• Fast Facts These are facts that the student answered correctly in 0.8 seconds or less during the Placement Assessment.

• Focus Facts These are the facts the student answered correctly in 1.25 seconds or less.

• Study Facts These facts the student repeatedly gave slow or incorrect responses to during the Placement Assessment.

Style GalleryAs students become more fluent with facts, they are rewarded with the opportunity to change background styles in the Style Gallery. After the Placement Assessment, students can choose from a limited number of styles. The Style Gallery:

• Consists of 16 styles for the 0–9 range of all operations, with 4 styles for each level for the 0–9 range of all operations.

• Consists of 25 styles for the 0–12 range of all operations, with 5 styles for each level for the 0–12 range.

• Allows students to choose from more styles when all facts in a Fact Grid level are either Focus or Fast Facts.

Fact Grid

Style Gallery

The Fact Grid will help students track their progress by…

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The Style Gallery will motivate students by…

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One Student Dashboard feature that will motivate my students is…

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Student DashboardAfter students take the Placement Assessment for an operation, they begin each new Software session at the Student Dashboard. This personalized learning experience helps motivate students to take ownership of their learning. Students use the Dashboard to:

• See the status of their math facts.

• View their progress and growth over time.

• Read the real-time news feed of their awards and top scores.

Student Dashboard

Reviewing the Student DashboardThe Student Dashboard consists of four tabs that students can explore for the first two minutes after logging in to the program before they begin a new session.

Home The Home tab gives students a real-time news feed about their progress in the current operation, data about their fact mastery status, and information about session times, personal bests, and awards. It also is the access point to the Instructional Software.

My Fact Grid This tab displays the Fact Grid from the Instructional Software, which shows the student’s current Fast, Focus, and Study Facts.

My Reports The My Reports tab displays performance and usage data in graph form for students to keep track of their ongoing progress.

My Personal Best The My Personal Best tab allows students to see their achievements over time, including high scores, scores on each game, best times, and trophies for their current operation.

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Learning Math Facts After students take the Placement Assessment, they are ready to begin using the Instructional Software to learn their Study Facts and to increase the speed at which they recall their Focus and Fast Facts. Learn New Facts and Review are instructional activities that students regularly engage in throughout the program. The goal of an instructional activity is for the student to recall new facts from memory on a consistent basis in less than 1.25 seconds.

Students receive instruction in one, two, or three facts per activity. If a student logs in a second time in one day—after completing an instructional activity and the required Fluency Game—no more instruction is presented, and the program allows the student to play additional Fluency Games.

Understanding the Instructional ActivitiesEach Learn New Facts or Review activity follows a four-step process to help students create a memory association. In the Practice activity, only Step 4 is presented.

Step 1: Fact Selection and PresentationThe Software selects a fact pair, for example4 × 6 and 6 × 4, from the Fact Grid. During fact presentation, the student sees and hears the facts, and is asked to say them aloud.

Step 2: Fact Model The student has the option to see and hear an animated model that represents the fact.

Step 3: Fact Typing The Software asks the student to type each presented pair of commutative facts and the answer from memory.

Step 4: Practice The fact pair is presented in the expanding recall model to solidify the memory relationship and develop students’ quick recall of the facts. Students are required to type the answer from memory.

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Fact Selection and PresentationAfter FASTT Math determines the student’s Fast, Focus, and Study Facts, the student is ready to begin lessons. To start, the program selects two facts from the student’s Fact Grid for the student to learn and practice. During this time:

• The narrator reads the facts aloud and asks the student to repeat them.

• The student begins building a memory association between the problem and the answer.

• A link between the visual and oral solution to the math fact is established.

Fact Selection and Presentation

Fact Model

Fact ModelWhen the Software presents students with the fact, they have the option to see an animated visual model by clicking See It on the Fact Presentation screen. The Fact Model:

• Provides a visual model to help build a conceptual understanding of the fact’s solution.

• Helps the student understand what the fact represents numerically and how it relates to other facts.

• Allows a student to use the Repeat button to see the animated model a second time.

The program’s systematic instruction will help my students by…

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Building a conceptual understanding of math facts is important for my students because…

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Fact TypingThe Fact Typing screen is presented after the student has had a chance to get familiar with the pair of facts for instruction. During this time:

• The student is asked to type the full number sentence from memory.

• The program automatically presents the fact pair again to refresh the student’s memory if he or she experiences challenges remembering the fact and answer.

Fact PracticeAfter a student has successfully typed the full number sentence for a fact pair from memory, the program continues with instructional practice. During instructional practice the Instructional Software:

• Uses a research-based method known as expanding recall.

• Builds the capacity of the student to remember answers to the new facts over longer periods of time.

• Limits the response time to challenge students to answer facts with fluency.

Fact Typing

Fact Practice

Typing the full number sentence from memory is important for students because…

Refl ection

Expanding recall is an important feature of the technology because…

Refl ection

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Fluency GamesDuring the second part of every lesson, the student plays a Fluency Game. These games provide an engaging platform to increase the speed at which the student recalls learned facts. Students are required to play at least one Fluency Game during each session. During this time:

• Students are presented with 12 games in the Game Gallery to choose from.

• Students have the option to play more than one game, if desired.

• The program presents a set of problems, 60 by default, with emphasis on those facts that were most recently learned (Focus Facts) and also Fast Facts. Fact Selection and Presentation

Completion Screen

CompletionAt the end of the game, the student is presented with the Completion Screen that displays performance stats and any trophies earned. This screen displays the following:

• Scores, which indicates how well the student performed on the Fluency Game.

• Time, which displays the amount of time the student takes to finish the game.

• Streaks, which show the longest streak the student achieved during the game, defined by the number of correct and on-time responses the student answered in a row.

• Trophies, which are rewarded for answering 10, 30, and 50 consecutive facts in a row and encourages students to play more and improve their performance.

One motivating feature I noticed with the Fluency Games is…

Refl ection

Virtual rewards will encourage my students to…

Refl ection

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Extended LearningStudents can log in to STRETCH-To-Go after they select FASTT Math from the Student Access screen. These six extended learning games allow students to use their learned math facts to challenge their learning with motivating math games. STRETCH-To-Go:

•Provides students with anytime, anywhere access to engaging math practice from any computer with Internet access.

•Extends student learning of basic math facts with individualized practice in skills aligned to the Common Core State Standards.

•Challenges students to build on their knowledge of math facts learned from the Instructional Software.

experiencing STreTch-To-GoSTreTch-To-Go games provide students with the opportunity to continue their math learning anytime, from any computer with internet access.

STRETCH-To-Go Game GallerySTRETCH-To-Go games develop students’ computational flexibility across mathematical operations. The games use Focus and Fast Facts from each student’s Fact Grid. Using known facts provides appropriate practice and promotes success. The following STRETCH-To-Go features make learning fun, efficient, and effective:

•personalized challenge Because STRETCH-To-Go games offer personalized content drawn from each student’s individual Fact Grid, each student is challenged at an appropriate level.

•Transparent progress Markers of high scores and best times draw students back to play again to top their past performances.

•choice STRETCH-To-Go offers a choice of which game to play and which strategy to use within each game.

FASTT Math Student Login Screen

STRETCH-To-Go Game Gallery

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Learning With STRETCH-To-GoReview the chart below to see how students extend their learning with the engaging STRETCH-To-Go games.

STRETCH-To-Go Games

Mathematical Operations

Content Skills

FACTory• addition• subtraction• multiplication• division

• Apply the commutative property to complete equations relating three whole numbers.

• Use the inverse relationship of addition and subtraction to complete equations relating three whole numbers.

• Add, subtract, and multiply basic facts, multiples of 10, and multiples of 100.

• Use the inverse relationship of multiplication and division to complete equations relating three whole numbers.

Sushi Monster • addition• multiplication

• Add 1- and 2-digit numbers to multiples of 10, to 100, and to multiples of 100.

• Multiply 1-digit numbers and multiples of 10.

SpeedSwap • addition• multiplication

• Add 1- and 2-digit numbers to 100.• Multiply 1-digit numbers, multiples of 10, and multiples of 100.• Evaluate equations using mental strategies and properties

of operations.

x-Bot • addition• subtraction• multiplication• division

• Add and subtract 1- and 2-digit numbers to 10, multiples of 10, and multiples of 100.

• Apply properties of operations and mental strategies to multiply and divide basic facts and multiples of 10.

• Evaluate equations relating three whole numbers to determine the unknown.

Equal and Out • addition• subtraction• multiplication• division

• Use properties of operations to generate equivalent expressions.

• Evaluate addition and subtraction equations to determine the unknown.

• Evaluate multiplication and division equations to determine the unknown.

Teeing Up Tens • addition• subtraction• multiplication• division

• Add 10 and multiples of 10 to 1- and 2-digit numbers.• Subtract 10 and multiples of 10 from 2- and 3-digit numbers.• Use multiplication and division patterns involving multiples of

10 and 100 to evaluate equations.

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reflecting on the Student experiencecomplete the sentence starters in the chart to reflect on the FASTT Math Student experience.

FASTT Math Component Reflection

Placement Assessment To ensure that all FASTT Math students begin the program with the 20-minute Placement Assessment, I will...

Instructional Software To ensure students are using the Instructional Software at least three times per week, I will...

Student Dashboard To encourage students to take advantage of the motivating Student Dashboard features before each new session, I will...

STRETCH-To-Go To encourage students to play STRETCH-To-Go games, I will...

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monitoring Student progress

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Monitoring Student ProgreSS

Managing Assessment datathe teacher dashboard provides snapshots of student performance. Schedule reports from the dashboard or log in to the Scholastic Achievement Manager (SAM) to view more in-depth data reports.

SAM Home Page

Teacher Dashboard

Scholastic Achievement ManagerThe Scholastic Achievement Manager, or SAM, captures performance data each time students use FASTT Math. SAM organizes progress and usage data in easy-to-access data-rich reports. You can run reports to see data for individual students, groups, or an entire class. The reports enable you to monitor your students’ progress, target instruction, and share results with administrators and families.

Teacher Dashboard The Teacher Dashboard pulls key data from SAM to track student performance on the Instructional Software and STRETCH-To-Go. The Dashboard provides you with easy-to-access information in one place. Log in to the Dashboard daily to:

•View data Snapshots that show the most crucial student data metrics for effective FASTT Math implementation.

•See notifications that help you monitor program usage, such as average Instructional Software session time, and let you know when your students achieve milestones, such as completing an operation.

•Schedule Key reports automatically from SAM to have them sent directly to your email account.

•View daily Quick tips to enhance your daily instruction and program implementation.

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43Monitoring Student Progress

Scheduling Data ReportsUse the Teacher Dashboard Report Scheduler to automatically generate data reports from SAM.

Using the Report SchedulerThe Report Scheduler allows you to select, automatically generate, and save reports you need to manage instruction and implementation. To schedule a report, open the Reporting section of the Teacher Dashboard and click Schedule a Report. The Report Scheduler walks you through the various options for scheduling a report. The Reports Scheduler helps you manage report data by enabling you to:

• Schedule reports anytime, from any computer with Internet access for automatic generation with a seamless and quick process.

• Identify upcoming reports at a glance.

• Quickly view a list of all saved reports.

• Preview and print reports directly from the Dashboard.

Teacher Dashboard

Report Scheduler Wizard

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MONITORING STUDENT PROGRESS

Previewing Available ReportsFASTT Math has three levels of report data: Student Reports, Class Reports, and School and District Reports.

Student ReportsGenerate and print these reports for information on individual students to monitor progress and track student usage data. Share the data with families and during conferences.

Report Frequency Use to Determine

Student Fact Fluency Status Report

Weekly and after the student has finished the Placement Assessment

Individual student’s fluency with each fact in the specific operation for the selected date.

Student Lesson Status Report

Monthly Individual student daily lesson status during the selected time period.

Student Response to Intervention Report

Monthly Individual student fact fluency growth over time.

Automatically run any of the Student and Class reports using the Report Scheduler on the Teacher Dashboard.

Teacher Tip

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Class ReportsUse these reports for data on specific groups, classes, and for all students assigned to a teacher.


Progress Report Monthly, to monitor student performance and usage

Student performance after Placement Assessment and current Fact, Focus, and Study Facts.

Usage information for each student listed.

Intervention Grouping Report

Monthly, to target students whose performance indicates that they need additional instruction, practice, or support in a particular operation

Student performance by group level. This report groups students under four performance standards: Fluent, Near Fluent, Developing, and Underperforming.

School and District Reports School leaders run these reports for specific grades, schools, and a district.


Summary Progress Report

Quarterly, to help monitor student fluency with math facts

The number of students enrolled in FASTT Math and assigned to each operation.

FASTT Math Implementation Report

Yearly, to track frequency of use and assess overall progress

Fact fluency growth during the selected time period for a class, school, or district.

Growth & Usage Report

Quarterly, to monitor student usage and see associated math fact fluency growth

School growth in math fact fluency and usage information.

Demographic Report Monthly FASTT Math performance over time by demographic.

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Student Fact Fluency Status reportthis report shows an individual student’s fluency with each fact in the specific operation for the selected date.

Student Fact Fluency Status Report

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Analyzing This ReportFamiliarize yourself with the format of the report. Then focus on the data in the report to complete the information below.

1. Christine is fluent with all of the facts in level(s) .

2. Facts that Christine is receiving practice to develop fluency with are called

Facts.

3. Christine has facts that she can currently answer accurately in

less than 1.25 seconds.

Using This ReportComplete the sentences below to identify strategies to improve communication and target your students for additional math practice support.

1. I would share this report with Christine to discuss:

2. One way I would use the data to help Christine target her math fact practice is:

3. I would share this report with Christine’s family in order to:

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Student Lesson Status reportthis report shows individual student daily lesson status during the selected time period. use it to monitor progress, identify flagged lessons, and see patterns in fluency development.

Student Lesson Status Report

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1. Christine is flagged on

because .

2. The last facts that Christine received instruction on were

.

3. Christine did not receive any new study facts on November 15th because

.

Using This ReportWrite down strategies you would use to address Christine’s strengths and challenges you identified in the report.

1. To ensure that Christine does not receive another incomplete lesson status, I would:

2. To help ensure that Christine is not exceeding two games per session, I would:

3. To further support Christine with targeted practice in her current math facts,

I would:

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Student response to intervention report this report shows individual student fact fluency growth over time for the selected operation. use it monthly to monitor progress and response to instruction.

Student Response to Intervention Report

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1. During the week ending on 10/27, Christine completed FASTT Math

lessons and currently has Fast Facts and Focus Facts.

2. During the week ending on 10/27, Christine’s average FASTT Math session time

was , and during that week she had Fast Facts and

Focus Facts.

3. Each week I know that Christine is making fluency gains because

.

Using This ReportWrite down strategies you would use to address Christine’s strengths and challenges you identified in the report.

1. I would celebrate Christine’s fluency gains by:

2. To help Christine continue to increase her Fast Facts, I would:

3. To ensure that Christine is using the Instructional Software at least three times per week, I would:

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Progress report this report shows student performance and usage information for the selected date range in the current operation for an entire class.

Progress Report

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Analyzing This ReportFamiliarize yourself with the format of the report and then focus on the data in the report to complete the information below.

1. The majority of the students in Margaret Schirmer’s class are assigned to which

operation?

2. The two reasons students are flagged on this report are:

a.

b.

3. Christine Bracco is completing lessons per week on average and her

last login was .

Using This ReportWrite down strategies you would use to address students’ strengths and challenges identified in the report.

1. I would support students flagged in this report by:

2. After reviewing the data for Luis Fernandez, the next steps I would take are:

3. For students like Liz who are spending more than 15 minutes during each

Instructional Software session, I would:

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intervention grouping report this report groups students under four FASTT Math performance standards to help differentiate instruction and practice. use it monthly to target students whose performance indicates that they need additional instruction, practice, or support in a particular operation.

Intervention Grouping Report

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Analyzing This ReportFamiliarize yourself with the format of the report and then focus on the data in the report to complete the information below.

1. There are students in the Near Fluent group in Margaret Schirmer’s class.

2. Students who are Developing have % or more Fast Facts and fewer

than % Fast Facts.

3. Students who may require additional support include

.

Using This ReportWrite down strategies you would use to address students’ strengths and challenges identified in the report.

1. Grouping students into four different Intervention Levels will allow me to:

2. To help support students in the Developing group, I would:

3. For Underperforming students such as Khaleel, I would:

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Summary Progress reportthis administrator report shows the number of students enrolled in FASTT Math next generation and assigned to each operation.


View the percentage of fluent students by class, teacher, or grade.

Adjust the time period to view fluency status for a specified date range.

determine progress in each operation.

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FASTT Math Implementation ReportThis administrator report shows student fact fluency growth during the selected time period for students who are using the program at least three times per week compared to students using the program fewer than three times per week.


Select a specific operation before running the reports.

Check the number of students who are using the program on-model.

Compare fluency growth for students who use the program on-model with students who are using the program fewer than three times per week.

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demographic growth reportthis administrator report provides a demographic breakdown of FASTT Math performance over time at the district and school level.

Demographic Growth Report

View Adequate Yearly Progress for demographic groupings based on information entered in SAM.

Compare the current percentage of students in each performance group with the initial Placement Assessment.

review the demographic breakdown in the district or school.

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using the Teacher Technology

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USING THE TEACHER TECHNOLOGY

Teaching With TechnologyFASTT Math Next Generation includes easy-to-use technology tools to support you with planning, teaching, and monitoring student progress.

Next Generation Teacher TechnologyFASTT Math includes technology tools that provide an efficient method of collecting, organizing, and analyzing student data. Use the technology to help plan instruction and program use, manage student data, and monitor ongoing progress.

Scholastic Achievement Manager (SAM) Sign in to SAM from the Educator Access screen to adjust program settings, run data-rich reports, access downloadable resources, and monitor student progress on the Software.

Teacher Dashboard Launch the Teacher Dashboard from the Educator Access screen to get access to this all-in-one resource with Data Snapshots, Notifications, Quick Tips, and a Report Scheduler.

Scholastic Achievement Manager Teacher Dashboard

Accessing Your Technology ToolboxTalk to your school’s technical coordinator to obtain your unique Username and Password. Follow these steps to log in to the Teacher Dashboard from any computer with Internet access:

1. Open an Internet browser, such as Internet Explorer, Firefox, or Safari.

2. Type in your unique URL into the browser address bar to access the Educator Access screen. (Consider bookmarking the URL address on your school and home computers.)

3. To access SAM, click SAM on the Educator Access screen. Enter your SAM username and password on the SAM login screen. Then click Sign In.

4. To access the Teacher Dashboard, click Dashboard on the Educator Access screen. Enter your SAM username and password on the Teacher Dashboard login screen. Then click Sign In.

Educator Access

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61Using the Teacher Technology

Using the Scholastic Achievement ManagerManage enrollment, adjust program settings, and monitor student performance with the Scholastic Achievement Manager (SAM).

Getting to Know SAMThe Scholastic Achievement Manager, or SAM, is a computer-based management and reporting system that gathers usage and performance data for the FASTT Math Instructional Software. FASTT Math generates data on student performance each time a student logs in to the Software. SAM collects and organizes this data to enable you to monitor student progress and target instruction throughout the school year.

Sam Login

Purpose SAM allows teachers and administrators to monitor their FASTT Math implementation, manage performance data, and provide data-driven instruction with easy-to-use tools to:

•Manage class rosters and program settings.

•Generate reports on student performance at the individual, group, class, school, and district levels.

•Locate helpful resources for classroom instruction.

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Using the teacher technology

Navigating SAM The Home Page is the first screen you will see after signing in to SAM with your username and password. The gray SmartBar on the left displays the names of all those enrolled in Scholastic technology-based programs. The four color-coded tabs across the top allow you to access each SAM feature to complete key tasks for effective program implementation.

SAM Home Page

The SmartBarThe SmartBar is the core of SAM navigation. It appears as a gray column along the left side of every SAM screen. It is the quickest route to displaying information about classes and students who are using FASTT Math. Whatever you select on the SmartBar will appear in the main display in the center of the screen.

Color-Coded TabsSAM is divided into four main sections, identified by tabs along the top of every screen. The tabs are color-coded, so you know which section you are using at a quick glance.

•roster Use the yellow tab to enroll students in the software and manage program settings.

•reports Use the blue tab to generate data-driven reports for progress monitoring.

•resources Click the green tab to locate downloadable resources such as practice sheets and lesson plans.

•Books This tab is only for Scholastic Reading Counts!® users.

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For Administrators

Add a SchoolSet up your school in SAM.

Directions1. Log in to SAM with the default username

(dadmin) and password (SAM@dm1n). Click Roster.

2. Click Add a School under Manage Roster on the district Profile screen to open the Add a School window.

3. Use the Profile tab to enter basic information about the school, including school ID number and grades using FASTT Math Next Generation. Items marked with an asterisk (*) are required.

4. Click Save to save your entries and return to your Profile. Click Cancel to exit without saving your changes.

5. Add additional schools by returning to the main menu and repeating steps 1–4.

SAM needs to be initially set up by someone with administrator rights to your computer network.

Tech Tip

For Administrators

Add a ClassSet up the FASTT Math Next Generation classes.


(dadmin) and password (SAM@dm1n). Double-click a school name in the SmartBar.

2. Click Add a Class under Manage Roster on the school Profile screen.

3. Enter the class information in the Profile tab of the Add a Class window. Follow these recommended naming conventions when entering a Class Name: Teacher name, Class period, Program name. For example: “Schirmer, P1, FASTT Math.”

Set up classes � rst, then associate teachers, grades, and students.

Tech Tip

4. Use the check boxes under Manage Applications to associate these programs with the class: FASTT Math Next Generation.

5. Click Save to return to the school Profile screen. The class name will now appear in the SmartBar.

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For Administrators

Add a TeacherAdd all FASTT Math Next Generation teachers to SAM.


(dadmin) and password (SAM@dm1n). Double-click a school name in the SmartBar.

2. Click Add a Teacher under Manage Roster on the school Profile screen.

3. Enter the teacher’s information in the Profile tab of the Add a Teacher window.

For teachers using more than one version of SAM, be sure to assign the same SAM username and password to avoid confusion.

Tech Tip

4. Click the School & Classes tab and use the check boxes to assign the teacher to classes.

5. If you want to allow the teacher to remove students from SAM when they exit FASTT Math Next Generation or leave the school, click the Permissions tab and the Deactivate Student check box.

6. Click Save to return to the school Profile screen. The teacher’s name will appear in the SmartBar. The teacher can also now add additional classes to SAM, using steps 2–4 on page 68.

Add a StudentAdd students to SAM and assign them to a class.

Directions1. Log in to SAM with your teacher username

and password. Double-click a class name in the SmartBar.

2. Click Add a Student under Manage Roster on the class Profile screen.

3. Enter the student’s information in the Profile tab of the Add a Student window.

4. Use the check boxes under Add to Classes & Groups to assign the student to a particular class and group.

5. Click the Demographics tab and use the check boxes to enter any demographic information about the student.

6. Click Save to return to the class Profile screen. The student’s name will now appear in the SmartBar.

When a student leaves the school, you will need to deactivate him or her. Double-click a student’s name in the SmartBar. Then click Deactivate Student under Manage Roster. Click Yes in the message window to remove this student from SAM’s active roster.

Tech Tip

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Enroll Students in FASTT MathEnroll students in FASTT Math Next Generation before they begin using the Software.

Directions1. Log in to SAM with your username and

password. Double-click a class name in the SmartBar to see the class Profile screen.

2. Click Manage Enrollment under Manage Roster.

3. Use the check box next to students’ names to enroll them in FASTT Math Next Generation.

Enroll all students in a program at once by checking the box at the top of the column. To unenroll students from programs, uncheck the check boxes.

Tech Tip

4. Click Save & Return to return to the class Profile screen or click Save to save your changes and stay on the Manage Enrollment screen.

Customize SettingsCustomize FASTT Math Next Generation settings for a whole class or individual students.


password. Double-click a student name in the SmartBar to access the student Profile screen.

Apply FASTT Math Next Generation settings to all students in a class at once by double-clicking a class name in the SmartBar.

Tech Tip

2. Click Settings next to FASTT Math Next Generation in the Programs menu at the bottom of the screen to access FASTT Math Next Generation Program Settings.

3. To assign an operation and fact range, use the pull-down menu below Operation in the Assignment menu.

4. Choose the Lessons per Day by selecting One lesson per day or Up to two lessons per day.

5. Use the pull-down menu to select the Problem Format the student prefers.

6. Select English or Spanish as the language.

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Modify Advanced SettingsModify the advanced settings to change the program’s default settings.


password. Double-click a student name in the SmartBar to access the student Profile screen.

Apply FASTT Math Next Generation advanced settings to all students in a class at once by double-clicking a class name in the SmartBar.

Tech Tip

2. Click Settings next to FASTT Math Next Generation in the Programs menu at the bottom of the screen to access FASTT Math Next Generation Program Settings.

3. Click the Advanced settings tab.

4. Choose the desired Response Time Limit and Problems per Activity.

5. Check the Reset Placement Assessment to give students another opportunity to take the Placement Assessment.

Customize Award CertificatesCustomize and print award certificates to celebrate student success.


password. Double-click a student or class name in the SmartBar to view the Profile screen.

2. Click Certificates next to FASTT Math Next Generation in the Programs menu at the bottom of the screen.

3. Select a program certificate from the pull-down menu.

4. Type a custom message using any of the four available lines.

5. Check the box next to the student name.

6. To save the certificate to your computer, click Print Preview (PDF) at the top of the screen to open the report in Adobe Acrobat. Click File in the Adobe Acrobat toolbar and then select Save from the pull-down menu.

7. To print the report, click File in the Adobe Acrobat toolbar. Then select Print from the pull-down menu.

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Print Customized WorksheetsPrint Customized Worksheets for individual students or a class for targeted independent practice or homework.


password. Double-click a student or class name in the SmartBar to view the Profile screen.

2. Click Worksheets next to FASTT Math Next Generation in the Programs menu at the bottom of the screen.

3. Select the operations you want to include on the Practice Sheets.

The default setting is a student’s current operation. Select Multiple Operations to print Practice Sheets with more than one operation.

Tech Tip

4. Select the Problem Type and Problem Orientation from the pull-down menus.

5. To save the Worksheet to your computer, click Print Preview (PDF) at the top of the screen to open the report in Adobe Acrobat. Click File in the Adobe Acrobat toolbar and then select Save from the pull-down menu.


Use the Reports IndexRun data-rich reports for students, groups, and classes to inform instruction and monitor progress.


password. Click the Reports tab.

2. Double-click a class name in the SmartBar to access the Reports Index for that class.

Double-click a student name in the SmartBar to see the Reports Index for that student.

Tech Tip

3. Choose from the pull-down menu next to Show to sort the reports by Multi-Classroom, Classroom, or Student.

4. Click the button next to the report you want to run. Read the Report Description to the right of the Reports Index to review the report purpose.

5. Click Run Report to view an on-screen version of the selected report.

Click the Browse tab to view a list of all available FASTT Math Resources.

Tech Tip

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Save and Print a ReportSave and print reports to track student progress throughout the school year.



2. Double-click a class or student name in the SmartBar to access the Reports Index for that class or student.

3. Click the button next to the report you want to run. Then click Run Report to view an on-screen version of the selected report.

4. To save the report to your computer, click Print Preview (PDF) at the top of the screen to open the report in Adobe Acrobat. Click File in the Adobe Acrobat toolbar and then select Save from the pull-down menu.

To save a copy of the report to the SAM server, click Save a Report (PDF) at the top of the screen, then click Save. To view all saved reports on SAM, click the View Saved Reports link.

Tech Tip


Access ResourcesUse the SAM Keyword search to find resources that meet your classroom needs.



2. If you know the Keyword for a resource, type it in the SAM Keyword field. Then click Go.

3. If you do not know the Keyword for a resource, select FASTT Math Next Generation from the Program pull-down menu.

4. Click the Browse tab to search for a resource based on your needs.

5. Click Go to access the resource.

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Introducing the Teacher DashboardThe Teacher Dashboard provides detailed information and data on student progress and program implementation.

Teacher Dashboard Home PageUse your SAM login information to launch the Teacher Dashboard from the Educator Access screen. Your Teacher Dashboard enables you to schedule reports, receive notifications, and view student performance and usage data at a glance.

Dashboard Feature Description

Data Snapshots Review Performance and Usage data at a glance on the Instructional Software and STRETCH-To-Go for a whole class.

Report Scheduler Schedule SAM to automatically generate useful data reports to track class and student progress throughout program use.

Noti� cations Receive automatic email notifications when students complete an operation, have low performance on an assessment, or have low weekly usage.

1

2

3

Teacher Dashboard

1

2

3

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View Data SnapshotsView five FASTT Math Data Snapshots for an overview of student performance and usage on the Instructional Software and STRETCH-To-Go.

Directions1. Sign in to the Teacher Dashboard with your

SAM username and password.

2. Click the left and right arrows below Data Snapshots to scroll to any of the five available snapshots.

3. View class or group performance using the graph and key.

The Data Snapshots include class performance data for all students enrolled in FASTT Math Next Generation. Keep enrollment up-to-date in SAM to ensure accurate class data.

Tech Tip

Explore the SnapshotsClick data hot spots on the Data Snapshots to view detailed information on the data.



2. On the Teacher Dashboard Home Page, click the left and right arrows below Data Snapshots to scroll to the desired snapshot.

3. Find the red exclamation point icon.

4. Click the icon to view a Students to Watch list to guide your follow-up on all Data Snapshots.

5. Click X to close the pop-up window.

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Schedule a ReportSchedule SAM to run a report and email it to you at a designated time.



2. On the Teacher Dashboard Home Page, click Schedule a Report.

3. Use the first pull-down menu to select FASTT Math Next Generation.

4. Use the second pull down to choose the report you want to schedule. Then click the Next arrow.

5. Use the pull-down menu to select the time period for the report data you want to view.

6. Select a date using the calendar or type in the date and then select Next.

7. Review your selections for the scheduled report. Click the Back button to make any changes or Done if the selection is correct.

8. Click Done to schedule.

9. Click the Saved tab to view a list of all of your saved reports.

Opt Out of NotificationsYour Teacher Dashboard automatically sends weekly email notifications. You may choose to opt out of these notifications.



2. Click Notifications in the upper right corner to open the Notifications Opt Out pop-up window.

All noti� cations are enabled as the default setting.

Tech Tip

3. Click any checked boxes to uncheck notifications you want to opt out of receiving in a weekly email.

4. Click Save to save your changes and return to the Teacher Dashboard.

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Using the teacher technology

Understanding the Data snapshotsthe core of your teacher Dashboard is the Data snapshots, which provide performance and usage stats from the instructional software and stretch-to-go.

Reviewing the DataYour Teacher Dashboard displays three data snapshots from the Instructional Software and two from STRETCH-To-Go, for a total of five.

Data Snapshot

Data Snapshot Overview Run Reports for a Deeper Analysis

FASTT Math Next Generation Math Fact Fluency

Groups students based on performance as follows:

•Fluent: students who have 97% or more Fast Facts.•near Fluent: students who have between 80% and 96%

Fast Facts.•Developing: students who have between 50% and 79%

Fast Facts.•Underperforming: students who have fewer than 50%

Fast Facts.

•Student Fact Fluency Status Report

•Student Lesson Status Report

• Intervention Grouping Report

FASTT Math Next Generation Usage

Groups students based on usage as follows:

•on-Model: students who complete three or more lessons per week.

•off-Model: students who complete fewer than three lessons per week.


•Progress Report

FASTT Math Next Generation Average Weekly Usage

Shows two groups of students based on usage data: On-Model and Off-Model. For each group, the graph compares:

•Percentage of Fast Facts students mastered during the Placement Assessment.

•Percentage of Fast Facts students have currently mastered.


•Progress Report

STRETCH-To-Go Common Core State Standards Proficiency

Groups students based on Common Core State Standard proficiencies on STRETCH-To-Go as follows:

•Proficient: students passing all three games related to the skill at 81%–100%.

•Developing: students passing at least two games related to the skill at 50%–100%.

•Underperforming: students passing fewer than two games related to the skill at 50%–100%.

•not enough Usage: students playing fewer than 10 rounds in the games related to the skill.

No Data Reports Available on STRETCH-To-Go.

STRETCH-To-Go Usage

Groups students based on STRETCH-To-Go usage as follows:

•Students who are playing STRETCH-To-Go games.•Students who are not playing STRETCH-To-Go games.

No Data Reports Available on STRETCH-To-Go.

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Data Snapshot AnatomyLearn the anatomy of a FASTT Math Next Generation Teacher Dashboard Data Snapshot using the model below.

Teacher Dashboard

Scroll through the five available Data Snapshots by clicking on the arrows.

Review the key explaining the graph.

Click the red exclamation point to view a list of Students To Watch that fall into the data category.

View the graph for a quick overview of student performance and usage data.

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Drilling Down on the DataUse the Data Snapshots along with reports to drill down on the data to help ensure fidelity of implementation.

Implementation Fidelity at a GlanceVisit your Teacher Dashboard regularly for a quick overview of student performance and usage data on the Instructional Software and STRETCH-To-Go. Use the steps in the table below to ensure your students use the program on-model and achieve success with FASTT Math.

Steps for Drilling Down on the Data

1. View the FASTT Math Next Generation Usage Data Snapshot to determine the percentage of students using the program on-model (at least 3 times per week) compared to the percentage of students off-model (fewer than 3 times per week).

2. View the FASTT Math Next Generation Average Weekly Usage Data Snapshot to determine the difference in Fact Fluency growth between students using the program on-model compared to off-model.

3. Click the icon to view the pop-up Students To Watch list. Take note of these students for additional follow-up.

4. Sign into SAM from the Educator Access screen to run the Student Lesson Status Report for all students listed on the Students To Watch list and the class Progress Report to get an overview of how these students are performing compared to their classmates.

5. Analyze the data reports to determine how you can further support students’ fact fluency growth and on-model program use.

Teacher Dashboard

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Deeper Analysis After you review the Data Snapshots, run the Progress Report to view data on a whole class and the Student Lesson Status Report for more data on individual students. Use these reports to drill down on the data and determine how best to support students experiencing challenges. Use the table below to record best practices when analyzing Data Snapshots and data reports.

Best Practices

By separating student growth into students using the program on-model compared to students not using the program on-model, the Snapshot allows me to…

The allows me to…

The data reports will enable me to…

Progress Report

Student Lesson Status

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STRETCH-To-Go Data SnapshotsUse the Teacher Dashboard to view student performance and usage information on STRETCH-To-Go.

Understanding the DataThe STRETCH-To-Go Common Core State Standards Proficiency Data Snapshot groups students in the following categories:

• Proficient: students passing all three games related to the skill at 81%–100%.

• Developing: students passing at least two games related to the skill at 50%–100%.

• Underperforming: students passing fewer than two games related to the skill at 50%–100%.

• Not Enough Usage: students playing fewer than 10 rounds in the games related to the skill.

The STRETCH-To-Go Usage Data Snapshot groups students as follows:

• Currently in STRETCH: students who are playing STRETCH-To-Go games.

• Currently Not in STRETCH: students who are not playing STRETCH-To-Go games.

Teacher Dashboard

I will use the STRETCH-To-Go Performance Data Snapshot to…

After I view the Students To Watch list of students who are not using STRETCH-To-Go, I will…

Refl ection

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Intensive Support

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INTENSIVE SUPPORT

Understanding FASTT Math Intensive SupportFASTT Math Next Generation includes Intensive Support lessons to help students who have fewer than 50% Fast Facts after taking the initial Placement Assessment.

Identifying Students for Intensive SupportThe FASTT Math Next Generation Teacher’s Guide includes a section dedicated to Intensive Support—designed to help you form an effective math intervention plan for students who are experiencing learning challenges with math facts. Use the results of the initial Placement Assessment to determine which students need to build critical foundational skills before they receive instruction in the Instructional Software.

A sense of quantity provides the fundamental mental images students need to understand numbers. Counting follows, providing language for those quantities and helping students to abstract from physical representations. For students to be successful in mastering basic math facts with the FASTT Math Instructional Software, the following foundational skills are essential:

• Spatial, linguistic, and strategic understanding of numbers and their relationships.

• Number representations using mental images.

• A mastery of language needed to count with numbers.

FASTT Math Support ResourcesThe Intensive Support section of the Teacher’s Guide includes a Diagnostic Assessment that evaluates students’ quantity concepts and skill in navigating the number system. Research-based lessons comprised of targeted strategies and activities help students develop robust and flexible number sense in the following two foundational math essentials:

Quantity Concepts Proficiency in this area means that students possess a deep understanding of quantities and quantity relationships. For example, the “threeness” of 3, the “fiveness” of 5, and the quantity, size, and distance relationships of 3 and 5.

The Counting System Proficiency in this area means that students have the counting skills for navigating the base-ten number system. For example, students know how to count forward by 10s and 5s or count backward by 5s from 50 on a mental number line.

For students who have fewer than 50% Fast Facts after taking the Placement Assessment in an operation other than addition, consider using the reset feature in SAM to reassign the Placement Assessment in Addition.

Teacher Tip

Teacher’s Guide

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79Intensive Support

Quantity ConceptsThe Quantity Concepts Intensive Support focuses on developing students’ mental representation of quantity (the “fiveness” of 5) and the relationships between quantities (increases and decreases). Students’ mental representation of quantity and the increasing and decreasing of quantity is grounded in their ability to process spatial information.

For some students, this spatial underpinning for math may not fully develop. The key to their securing a math foothold is to return to physical representations of number (objects) and firmly connect these to verbal representations (words), written representations (numerals), and actions on the number line (our system of numbers). Students work with color-coded physical manipulatives during the Quantity Concept lessons. Linking cubes are recommended, but if these are not available, you can download paper manipulatives from SAM Resources.

Who Needs Intensive Support With Quantity Concepts?From late second grade and beyond, most students have a foundation in quantity and quantity relationships. A small number of students lack a robust understanding of quantity concepts. Students requiring intervention generally fall into one of the following categories:

• Students with discernible neurological challenges (for example, traumatic brain injury, Turner’s syndrome, cerebral palsy).

• Students with an overall slow learning profile.

• Students who are deemed dyscalculic, meaning they have a primary math disability presumed to relate to underlying non-verbal or spatial deficits.

Students who need intensive support in quantity and quantity relationships need to build a foundational understanding before using the FASTT Math Instructional Software.

Teacher Tip

Counting SystemWell-developed counting skills are critical to a solid foundation for computation. Students need to be facile at navigating a mental number line, progressing forward or backward from any spot, counting by 2s, 5s, and so on. Agility with counting provides a base for understanding arithmetic operations and developing crucial mental math skills.

Who Needs Intensive Support With the Counting System?From late second grade and beyond, students who need intensive intervention support in the counting system include:

• Students who experience challenges when counting.

• Students who perform slowly or inconsistently in basic arithmetic.

• Students who experience difficulties understanding audible and visible repeating patterns.

Students whose understanding of quantity is robust but who need work on counting may combine the Counting System lessons with the FASTT Math Instructional Software.

Teacher Tip

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IntensIve support

Implementing Intensive supportuse the following eight steps to help you integrate Intensive support lessons from the teacher’s Guide into your FASTT Math and/or math schedule.

Steps Teacher Tips

1. Administer the Placement Assessment on the Instructional Software.

Monitor students during the Placement Assessment to ensure they understand how to take the assessment.

2. Check the email alert automatically sent from the Teacher Dashboard and/or run the Intervention Grouping Report to identify students with fewer than 50% Fast Facts after the initial Placement Assessment.

Consider allowing students with fewer than 50% Fast Facts to retake the assessment with the reset option in SAM. These students may have been distracted or inattentive during the assessment.

3. Generate the Student Fact Fluency Status Report for all students in the Underperforming group.

Use this report to view individual students’ fluency with each fact in the specific operation of the Placement Assessment.

4. Administer the Math Foundations Diagnostic Assessment, available as a SAM resource and in the Teacher’s Guide, to students who experience difficulties with zeros, ones, and twos facts.

Plan time to work with students in a small group or individual setting for up to 20 minutes.

5. Determine which of the two interventions is appropriate for each student based on the results of the Math Foundations Diagnostic Assessment.

Students who have strong concepts of quantity but need support with the counting system can continue using the Software.

6. Group students in need of the same interventions for small group instruction.

Review the lessons in the Teacher’s Guide to plan for successful Intensive Support sessions.

7. schedule 20- to 30-minute sessions three to five days per week for Intensive Support lessons.

Create a schedule that includes time to teach the 20-minute Intensive Support lessons. Consider assigning independent practice to your class using STRETCH-To-Go games or printing individualized worksheets from SAM while teaching the Intensive Support lessons to a small group.

8. teach Intensive Support lessons from the Teacher’s Guide to individual students or small groups during the scheduled time. Start with the first lesson and proceed in order through all of the lessons in the appropriate intervention.

After teaching all of the Intensive Support lessons, reassign students to take the Placement Assessment with the reset option in SAM.

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81Intensive Support

Using the Diagnostic AssessmentAdminister the Diagnostic Assessment to determine which students will benefit from the Quantity Concepts and/or Counting System Intensive Support lessons.

Administering the AssessmentAfter students take the FASTT Math Placement Assessment, check your email to determine which students have fewer than 50% Fast Facts. The Teacher Dashboard will automatically send you an email with a list of these students. An alternative option is to print the Intervention Grouping report from SAM to view students in the Underperforming group.

Students with fewer than 50% Fast Facts after the addition Placement Assessment will benefit from Intensive Support lessons focused on quantity concepts and the number system. To further determine your students’ level of understanding in these foundational math concepts, print the Math Foundations Diagnostic Assessment from SAM resources and administer the assessment. The assessment is a one-on-one interview aimed at determining an individual student’s math needs. Administer the assessment orally, accepting oral responses from your students. This verbal interaction provides a significant window into what the student really knows and is able to demonstrate with proficiency. Allow up to 20 minutes to administer the assessment.

Key instructions for the assessment include:

• Administer orally and one-on-one.

• Use your best judgment to determine the amount of time you spend on each question based on students’ responses.

• Record areas where students break down during the problem.

• Take notes on performance for each question using the included rubric.

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FASTT Math Next Generation Math Foundations Diagnostic Assessment

Proficient on items 1–6, continue Assessment

If the student has shown proficiency with items 1–6, it is likely that this student does not need the Quantity Concepts Intervention. If the student only experiences difficulty with the number line tasks (item 7), then proceed to the Counting System Assessment Items (pages 154–157).

Not proficient on items 1–6, go to Quantity Concepts Intervention

For students who demonstrate difficulty with the concepts sampled above, provide instruction offered in the Quantity Concepts Intervention. See pages 160–175 of this guide. Since the Quantity Concepts

portion of the assessment only briefly samples performance, you may want to further probe aspects of these students’ math knowledge (for example, reading and writing numerals and number sentences, math vocabulary, counting skills) to be able to include these in your Quantity Concepts Intervention.

You may also choose to further investigate these students’ skills by continuing to administer the Counting System Assessment. If you do so, take care not to press the student to demonstrate skills not yet developed. Once you discern a breakdown point, either proceed to the next type of item or conclude the assessment.

Math Foundations Diagnostic Assessment

Quantity Concepts Notes on Performance

Show on your fingers:

a. 2 plus 3 . . . Then, How much is that?

b. 4 plus 5 . . . Then, How much is that?

c. 6 plus 4 . . . Then, How much is that?

Proficient Not Proficient

Proficiency means doing the following for items a, b, and c:

• showing total number of fingers without counting them individually

• answering “how much” without counting the fingers again

Is 6 closer to 12 or to 10? Proficient Not Proficient

Proficiency means answering “10” with assurance after a brief thinking pause.

Put 9 paper clips on the table.

a. Point to the 9 paper clips. Count these.

b. Show me 7 paper clips.

c. With the paper clips, show me 3 plus 4.


Proficiency means the student

a. counts accurately and easily.

b. does not recount, but shows all but two.

c. splits the 7 paper clips easily into 3 and 4 without counting each paper clip in each group.



➊

➋

➌

➍

Quantity Concepts (continued) Notes on Performance (continued)

Prepare 3 strings of 10 paper clips each.

a. Provide 1 string of paper clips. Here is a string of paper clips. How many paper clips are there?

b. Provide 2 more 10-Strings. How many paper clips are there now?

c. Take back one 10-String. How many paper clips are there now?



a. counts paper clips accurately and easily.

b. answers “30” without counting individual paper clips.

c. answers “20” without counting individual paper clips.



Lay out the Number Line 0–50 with only 10, 20, 30, 40, and 50 showing (see reproducible on page 158).

a. Can you show me where we could put the number 13 on this number line?

b. Where could we put 15?

c. Where could we put 25?

d. Where could we put 36?


Proficiency means doing the following for items a, b, c, and d:

performing accurately and easily without counting up from one

➎

➏

➐

Quantity Concepts

Teacher Name:

Student Name:

Student Age: Class/Grade:

Interviewer: Date:

Page 1 of 2 Page 2 of 2

Directions: Say the words in italics to the student.

Math Foundations Diagnostic Assessment From SAM Resources

Read aloud each question.

Use performance indicators to determine student proficiency with each question.

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IntensIve support

teaching Quantity Conceptsreview the following Intensive support lesson from the teacher’s Guide to understand key lesson features to provide additional support with quantity concepts.

109

INTENSIVE SUPPORT

163

661

Lesson 1: Quantities 1—10



• Model mapping the 1-Stack and 2-Stack to the number line beginning at 0. Point to each space (not tick mark) on the number line and verbalize what you are mapping. When I put the red 5-Stack on the number line, it starts at 0 and ends at 5. It takes up fi ve spaces.


• Next, place the cube stacks on the number line beginning at different starting numbers When I place the red 5-Stack at 10, it ends at 15. The red 5-Stack still takes up 5 spaces.

1 20 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20


• Match a Number Card 1–10 to the corresponding stack. Here is a 6 card, and here is an orange 6-Stack. Show how the stack maps to the number line.

• Connect addition to the corresponding number expression. I want to add one more. This is an orange 6-Stack plus a light-blue 1-Stack. I write it with numbers: 6 1 1.

• Connect the physical quantities to the corresponding written notation. I can show the 6+1-Stack on the number line. It is the same as a yellow 7-Stack. I write: 6 1 1 5 7.

• Write other 11 and 21 number sentences on the board. Read the number sentences aloud. Prompt students to: Show me with cubes. Now show it to me on the number line.

1 20 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20




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162

LESSON 1 Quantities 1—10

FASTT Math Next Generation

OBJECTIVES



• Connect physical quantities, the number line, and the corresponding 11, 21 written number sentences.

SUMMARY

Students work with cube stacks to gain a multisensory feel for quantities 1–10. They compare and order the stacks, align them with the number line, and add or subtract 1.

MATERIALS

For each student:




Model & ExploreCompare Quantities (3 minutes)

This activity develops a multisensory feel for quantities. Students feel, see, and verbalize the relationships between two quantities.

• Select a red 5-Stack, show it, count it, and say the number. Model visualizing the quantity. I am going to hold this red 5-Stack and make an image of it in my mind. Repeat with a green 2-Stack.

• Model comparing the stacks. Place the 5-Stack below the 2-Stack. Feel how much longer one is than another and model describing the differences in length: The red 5-Stack is 3 cubes longer than the green 2-Stack. The green 2-Stack is 3 cubes shorter than the red 5-Stack.




The -Stack is cubes longer than the -Stack.

The -Stack is cubes shorter than the -Stack.


• Model ordering the stacks vertically from least to greatest, like an ascending staircase. Begin by placing the 1-Stack next to the 2-Stack.


• Place the maroon 3-Stack. Why is the maroon 3-Stack next? (The maroon 3-Stack is one more than the green 2-Stack).




preview the mathematical objectives that are the focus of the lesson.

organize and prepare all necessary materials while planning for the lesson.

review the mathematical language included in the lesson to identify important math vocabulary.

Quantity Concepts, Lesson 1 From Teacher’s Guide

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83Intensive Support

109

INTENSIVE SUPPORT

163

661

Lesson 1: Quantities 1—10



• Model mapping the 1-Stack and 2-Stack to the number line beginning at 0. Point to each space (not tick mark) on the number line and verbalize what you are mapping. When I put the red 5-Stack on the number line, it starts at 0 and ends at 5. It takes up fi ve spaces.


• Next, place the cube stacks on the number line beginning at different starting numbers When I place the red 5-Stack at 10, it ends at 15. The red 5-Stack still takes up 5 spaces.

1 20 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20


• Match a Number Card 1–10 to the corresponding stack. Here is a 6 card, and here is an orange 6-Stack. Show how the stack maps to the number line.

• Connect addition to the corresponding number expression. I want to add one more. This is an orange 6-Stack plus a light-blue 1-Stack. I write it with numbers: 6 1 1.

• Connect the physical quantities to the corresponding written notation. I can show the 6+1-Stack on the number line. It is the same as a yellow 7-Stack. I write: 6 1 1 5 7.

• Write other 11 and 21 number sentences on the board. Read the number sentences aloud. Prompt students to: Show me with cubes. Now show it to me on the number line.

1 20 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20





162

LESSON 1 Quantities 1—10


OBJECTIVES



• Connect physical quantities, the number line, and the corresponding 11, 21 written number sentences.

SUMMARY

Students work with cube stacks to gain a multisensory feel for quantities 1–10. They compare and order the stacks, align them with the number line, and add or subtract 1.

MATERIALS

For each student:




Model & ExploreCompare Quantities (3 minutes)

This activity develops a multisensory feel for quantities. Students feel, see, and verbalize the relationships between two quantities.

• Select a red 5-Stack, show it, count it, and say the number. Model visualizing the quantity. I am going to hold this red 5-Stack and make an image of it in my mind. Repeat with a green 2-Stack.

• Model comparing the stacks. Place the 5-Stack below the 2-Stack. Feel how much longer one is than another and model describing the differences in length: The red 5-Stack is 3 cubes longer than the green 2-Stack. The green 2-Stack is 3 cubes shorter than the red 5-Stack.




The -Stack is cubes longer than the -Stack.

The -Stack is cubes shorter than the -Stack.


• Model ordering the stacks vertically from least to greatest, like an ascending staircase. Begin by placing the 1-Stack next to the 2-Stack.


• Place the maroon 3-Stack. Why is the maroon 3-Stack next? (The maroon 3-Stack is one more than the green 2-Stack).




Read the scripted prompts to ensure consistent use of explanations, instructions, and math vocabulary.

Teach concepts using manipulatives and the number line to help students build a robust mental representation of quantity.

Use visuals to connect physical quantities to their corresponding written notation.

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IntensIve support

teaching the Counting systemreview the following Intensive support lesson from the teacher’s Guide to understand key lesson features to provide additional support with the counting system.

109

INTENSIVE SUPPORT

179Lesson 1: Counting by 1s




• Write the number 12 on the board. Below it write the +1 expression. 12 + 1. Use the 100 Chart to connect counting forward by 1 to the expression. I know “12 1 1” is another way to say “1 more than 12.” I count forward 1 from 12 and get to 13. So, 12 1 1 5 13. Complete the number sentence on the board and read it aloud.

• Repeat with other examples. Write the 11 expression and have students connect it to counting forward and addition.

• Connect counting back by 1 to “–1” expressions. Write the expression 12 – 1 on the board, demonstrate moving back 1 on the 100 Chart, and complete the number sentence. Twelve minus 1 is another way to say one less than 12. One less than 12 is 11, so 12 21 5 11.

• Write incomplete +1 and –1 number sentences on the board using other numbers through 100 (e.g., 38, 45, 57, 60, 71, 83, 99). Have students read and verbally solve the number sentences demonstrating +1 and 21 on the 100 Charts. Encourage them to use the different addition and subtraction vocabulary for each number sentence.

Explore: 11, 21 (5 minutes)


• Guide student pairs to write the number 3 in the correct location on a Blank 10310 Grid. Then have students determine the numbers that are 1 more and 1 less than 3 and write these on the grid.

• Continue using other starting numbers on the Blank 10310 Grid: 13, 23, 33, 44, 54, 64, 75, 85, 95. Have student pairs check to make sure the numbers are in the correct location on the 100 Chart. If students are having diffi culty determining where to write a number or what number is 1 more or 1 less, suggest they refer to their 100 Charts as a guide.



• Have students continue to fi ll in the numbers (1–100) on their Blank 10310 Grid.



178

LESSON 1 Counting by 1s


OBJECTIVE


SUMMARY


MATERIALS

For the teacher:

• 100 Chart

For each student:

• 100 Chart• Blank 10310 Grid• One-Minute Worksheet 1







• Distribute 100 Charts to students. Model moving forward by 1s from any number on the 100 Chart, pointing as you count aloud. Let’s count together from 20 to 30. As you point to each row in the 100 Chart, put stress on the decade word. Thirty-one, thirty-two, thirty-three, . . .


• Conduct a Round Robin, having students count by 1s from any number using their 100 Charts. Interrupt periodically to call out redirections: Count backward from there. Start over at 50. Reverse the Round Robin direction. Continue until students can count in a steady rhythm.



• Connect counting to addition using the phrase “plus 1.” You also know that 10 plus 1 is 11. And 11 plus 1 is 12. And 12 plus 1 is . Have students verbally fi nish the number sentences through 20.



145-193_FMNG_TE_IntensiveSupport 178 5/31/12 10:07 AMThe Number System, Lesson 1 From Teacher’s Guide

start the lesson with the 1-minute WARM-UP activity.

note the suggested time for each part of the 20-minute lesson to maintain pacing.

review how the lesson engages students with verbal interactions.

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85Intensive Support

109

INTENSIVE SUPPORT

179Lesson 1: Counting by 1s




• Write the number 12 on the board. Below it write the +1 expression. 12 + 1. Use the 100 Chart to connect counting forward by 1 to the expression. I know “12 1 1” is another way to say “1 more than 12.” I count forward 1 from 12 and get to 13. So, 12 1 1 5 13. Complete the number sentence on the board and read it aloud.

• Repeat with other examples. Write the 11 expression and have students connect it to counting forward and addition.

• Connect counting back by 1 to “–1” expressions. Write the expression 12 – 1 on the board, demonstrate moving back 1 on the 100 Chart, and complete the number sentence. Twelve minus 1 is another way to say one less than 12. One less than 12 is 11, so 12 21 5 11.

• Write incomplete +1 and –1 number sentences on the board using other numbers through 100 (e.g., 38, 45, 57, 60, 71, 83, 99). Have students read and verbally solve the number sentences demonstrating +1 and 21 on the 100 Charts. Encourage them to use the different addition and subtraction vocabulary for each number sentence.

Explore: 11, 21 (5 minutes)


• Guide student pairs to write the number 3 in the correct location on a Blank 10310 Grid. Then have students determine the numbers that are 1 more and 1 less than 3 and write these on the grid.

• Continue using other starting numbers on the Blank 10310 Grid: 13, 23, 33, 44, 54, 64, 75, 85, 95. Have student pairs check to make sure the numbers are in the correct location on the 100 Chart. If students are having diffi culty determining where to write a number or what number is 1 more or 1 less, suggest they refer to their 100 Charts as a guide.



• Have students continue to fi ll in the numbers (1–100) on their Blank 10310 Grid.



178

LESSON 1 Counting by 1s


OBJECTIVE


SUMMARY


MATERIALS

For the teacher:

• 100 Chart

For each student:

• 100 Chart• Blank 10310 Grid• One-Minute Worksheet 1







• Distribute 100 Charts to students. Model moving forward by 1s from any number on the 100 Chart, pointing as you count aloud. Let’s count together from 20 to 30. As you point to each row in the 100 Chart, put stress on the decade word. Thirty-one, thirty-two, thirty-three, . . .


• Conduct a Round Robin, having students count by 1s from any number using their 100 Charts. Interrupt periodically to call out redirections: Count backward from there. Start over at 50. Reverse the Round Robin direction. Continue until students can count in a steady rhythm.



• Connect counting to addition using the phrase “plus 1.” You also know that 10 plus 1 is 11. And 11 plus 1 is 12. And 12 plus 1 is . Have students verbally fi nish the number sentences through 20.




Notice how the lesson helps students connect counting to number sentences.

Follow the teacher directions to pass out student materials when needed.

Provide students an opportunity to practice concepts from the lesson.

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INTENSIVE SUPPORT

Teaching Intensive Support LessonsPlan and prepare to teach the Intensive Support lessons to support students with the foundational skills and concepts they need for enduring progress in learning math.

Implementing Intensive SupportYou can implement Intensive Support lessons in a number of different ways depending on your individual classroom resources, time, and needs. Consider the following implementations:

• Use the lessons during pull-out intervention, during lunch, before school, or after school.

• Replace grade-level math curriculum for a period of time for students who need intensively focused foundational support.

• Supplement the ongoing grade-level curriculum by teaching Intensive Support lessons during independent work time.

• Teach as a precursor to the FASTT Math Next Generation Instructional Software.

• Teach the Intensive Support lessons in a small group setting while the rest of the class works on the Instructional Software or individualized practice worksheets.

Preparing to Teach the LessonsTo help students learn quantity concepts and the number counting system, consider the following best practices:

• Set up a small-group instruction area in your classroom.

• Arrange desks or a small table near a board, interactive whiteboard, or chart paper.

• Set up storage for materials, including student manipulatives.

• Teach the lessons in sequential order to build metacognitive understanding of math vocabulary, academic vocabulary, and background knowledge.

Teaching the LessonsConsider the following when teaching Intensive Support lessons from the Teacher’s Guide:

• Teach all of the lessons from the appropriate intervention in sequential order.

• Adapt the pacing suggestions to meet the individual needs of your students and class.

• Follow the scripting to ensure consistent language across all lessons.

• Use manipulatives as indicated by the lessons.

Additional resources to use with Intensive Support lessons are available in SAM resources. See page 68 for instructions on how to access resources from SAM.

Teacher Tip

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Your First Two Weeks

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Sign in to FASTT Math to take the first Placement Assessment.

Take note of the Fact Grid after the Placement Assessment to view Fast, Focus, and Study Facts.

Sign in to SAM to enroll students in FASTT Math and assign operations. (See page 65.)

Send home the FASTT Math family letter to introduce the program.

Provide students with their unique FASTT Math usernames and passwords.

Label rotation areas, organize materials, and post procedures. Sign in to the Teacher

Dashboard to familiarize yourself with the features.(See page 60.)

Check your email for notifications identifying students with fewer than 50% Fast Facts on their Placement Assessment.

Assign an operation in SAM and administer the 20-minute Placement Assessment on the first day of program use.

Create a schedule and/or rotation chart to ensure that students use the Instructional Software 3–5 times per week for 10–15 minutes.

KEYTeacher

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YOUR FIRST TWO WEEKS

Previewing the Two Week TimelineUse this timeline as a guide for preparing your classroom, introducing FASTT Math Next Generation to students, and connecting with families for a successful start to the school year.

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Get acquainted with the Student Dashboard.

Begin using the FASTT Math Instructional Software.

Extend learning with STRETCH-To-Go games anytime, anywhere.

Practice rotations and routines to use FASTT Math regularly in your classroom.

Administer the Diagnostic Assessment to students who received a Low Performance Alert after the Placement Assessment.

Schedule automated SAM reports using the Teacher Dashboard Report Scheduler.

Print customized Worksheets for students who need additional practice with their math facts.

Run the Progress Report and Student Lesson Status Report to monitor student progress and usage.

Develop a plan to teach Intensive Support lessons to students who are not yet ready for the Instructional Software.

WEEK 2

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FASTT Math Next Generation Math Foundations Diagnostic Assessment

Proficient on items 1–6, continue Assessment

If the student has shown proficiency with items 1–6, it is likely that this student does not need the Quantity Concepts Intervention. If the student only experiences difficulty with the number line tasks (item 7), then proceed to the Counting System Assessment Items (pages 154–157).

Not proficient on items 1–6, go to Quantity Concepts Intervention

For students who demonstrate difficulty with the concepts sampled above, provide instruction offered in the Quantity Concepts Intervention. See pages 160–175 of this guide. Since the Quantity Concepts

portion of the assessment only briefly samples performance, you may want to further probe aspects of these students’ math knowledge (for example, reading and writing numerals and number sentences, math vocabulary, counting skills) to be able to include these in your Quantity Concepts Intervention.

You may also choose to further investigate these students’ skills by continuing to administer the Counting System Assessment. If you do so, take care not to press the student to demonstrate skills not yet developed. Once you discern a breakdown point, either proceed to the next type of item or conclude the assessment.

Math Foundations Diagnostic Assessment

Quantity Concepts Notes on Performance

Show on your fingers:

a. 2 plus 3 . . . Then, How much is that?

b. 4 plus 5 . . . Then, How much is that?

c. 6 plus 4 . . . Then, How much is that?


Proficiency means doing the following for items a, b, and c:

• showing total number of fingers without counting them individually

• answering “how much” without counting the fingers again



Put 9 paper clips on the table.

a. Point to the 9 paper clips. Count these.

b. Show me 7 paper clips.

c. With the paper clips, show me 3 plus 4.



a. counts accurately and easily.

b. does not recount, but shows all but two.

c. splits the 7 paper clips easily into 3 and 4 without counting each paper clip in each group.



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Quantity Concepts (continued) Notes on Performance (continued)

Prepare 3 strings of 10 paper clips each.

a. Provide 1 string of paper clips. Here is a string of paper clips. How many paper clips are there?

b. Provide 2 more 10-Strings. How many paper clips are there now?

c. Take back one 10-String. How many paper clips are there now?



a. counts paper clips accurately and easily.

b. answers “30” without counting individual paper clips.

c. answers “20” without counting individual paper clips.



Lay out the Number Line 0–50 with only 10, 20, 30, 40, and 50 showing (see reproducible on page 158).

a. Can you show me where we could put the number 13 on this number line?

b. Where could we put 15?

c. Where could we put 25?

d. Where could we put 36?


Proficiency means doing the following for items a, b, c, and d:

performing accurately and easily without counting up from one

➎

➏

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Quantity Concepts

Teacher Name:

Student Name:

Student Age: Class/Grade:

Interviewer: Date:

Page 1 of 2 Page 2 of 2

Directions: Say the words in italics to the student.

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Your First two weeks

implementation Checklistuse this checklist during your first two weeks of FASTT Math implementation.

FASTT Math TechnologyEnsure that all of the necessary technology is in place and ready for student use. Check the following before students take the initial Placement Assessment:

❏❏ Make sure you can access the Educator Access screen at school and from home using any computer with Internet.

❏❏ Refer to the Using the Teacher Technology section of this guide for easy steps to get started.

❏❏ Add students to SAM and enroll them in FASTT Math Next Generation.

❏❏ Assign an operation to the class or individual students using SAM.

❏❏ Ask students to bookmark the Student Access screen on their computers during the first day of program use.

Set Up Your Classroom or Media CenterExplicit rules and procedures ensure smooth transitions and rotations as students routinely use the program at least three times per week for 10–15 minutes. Consider the following to help set up your classroom and/or media center:

❏❏ Post labels and procedures for computer use and rotations.

❏❏ Ensure all student computers and/or workstations have working headphones.

❏❏ Reserve the laptop cart, media center, or library for at least 20 minutes to allow all students to take the Placement Assessment on the first day of implementation.

❏❏ Make sure computers are spaced out and you can monitor student screens.

❏❏ Assign students specific computers to use.

Introduce the ProgramConsider the following to introduce FASTT Math to your students and to prepare for a successful start to program implementation:

❏❏ Print the Family Letter from SAM and send home to students’ families.

❏❏ Provide students with an overview of the FASTT Math Instructional Software and STRETCH-To-Go by explaining the software purpose and engaging features.

❏❏ Explain when and where students will use the technology.

❏❏ Give students their unique usernames and passwords to log in to the software.

❏❏ Inform students that their first experience using the software is a 20-minute Placement Assessment.

❏❏ Build excitement about FASTT Math by introducing the engaging and motivating games included in the Instructional Software and STRETCH-To-Go.

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Selecting Students for FASTT MathWork with your school leaders and colleagues to determine how best to select students who will benefit from building math fact fluency with FASTT Math.

Who is FASTT Math for?FASTT Math is for any student in Grades 2–9 who struggles with automatic recall of basic math facts. Use the following indicators to help select students who might benefit from FASTT Math:

•Performance on proficiency tests indicates that a student’s math level is below grade level.

•Teacher observations and assessment indicate that a student experiences challenges recalling basic math facts.

•Student performance on math assignments indicates difficulties recalling basic math facts with fluency.

•A student has an Individual Education Plan and is in need of math intervention.

Identifying Students Use the chart below to jot down students who you know will benefit from using FASTT Math.

Students These students are good candidates for FASTT Math because...

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establishing Classroom Proceduresspend time teaching and practicing technology procedures so that students work efficiently using the FASTT Math technology.

Using the Program TechnologyStudents may need guidance to learn to effectively use the FASTT Math technology. Model the following steps and post them near the computers to help students get started. Add any additional guidelines that will be useful in your classroom.

1. Log in to FASTT Math with your username and password.

2. Review your progress on the Dashboard and then click Go On.

3. Carefully work through the guided instruction.

4. Play one or two Fluency Games after instruction.

5. Log off at the end of the session.

6. Play one STRETCH-To-Go game if time allows.

7. Tell your teacher when you are finished after each session.

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Creating Program Technology ProceduresPost the following rules near student workstations to help maintain an orderly classroom designed for regular use of the program technology. Fill in the blank lines with any additional procedures that will be useful in your classroom.

•Keep the keyboard clean and located directly in front of the computer.

•Do not eat or drink at the computer workstations.

•Always put headphones in the correct place.

•Clean and organize the workstation, and push in your chair for the next student.

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Connecting School to HomeEncourage family involvement with FASTT Math to increase students’ motivation and accelerate their math achievement.

Introducing Your ClassroomParents and caregivers are an important link in student math progress. Use these ideas to establish communication with families at the beginning of the year so they feel comfortable contacting you with questions or concerns.

Send Home the Family Letter Make copies of the FASTT Math Next Generation Family Letter from SAM resources to introduce your students’ families to the program. Letters are available in Spanish and English (Keyword: Parent Letter).

Share Student Data Print copies of your students’ data reports to share progress and usage data with families throughout program use. Use the Analyzing SAM Reports handout (see page 94) to help focus on students’ strengths and challenges from the data.

Host a Family Night Use your school’s Open House or Back-to-School Night to introduce your classroom to families. Allow students to demonstrate both the FASTT Math Technology and STRETCH-To-Go to their families.

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FASTT Math Family Letter Student Lesson Status Report

Extending Learning at HomeInform families that students can access STRETCH-To-Go from any computer with Internet access (see page 95). Share students’ usernames and passwords with families and encourage students to play these engaging games at home. Regular STRETCH-To-Go use develops Mathematical Practices from the Common Core State Standards, including:

• Make sense of problems and persevere in solving them.

• Use appropriate tools strategically.

• Attend to precision.

• Look for and express regularity in repeated reasoning.

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YOUR FIRST TWO WEEKS

Analyzing SAM Reports

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SAM Keyword: Report Analysis

Analyzing SAM ReportsAnalyze data on class and student reports from the Scholastic Achievement Manager (SAM) to identify next steps for raising reading achievement.

Class Report: First, analyze class data to see how all students are performing relative to each other.

Student Report: Next, drill down on one student’s data to identify individual successes and challenges.

Class: Report Time Period:

Type/Purpose of Report

Noteworthy Data Strengths: Challenges:

Next Steps

Class: Report Time Period:

Type/Purpose of Report

Noteworthy Data Strengths: Challenges:

Next Steps

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Family Letter from SAM Resources

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BibliographyBaroody, A. J. (2006). Why children have difficulties mastering the basic number combinations and how to help them. Teaching Children Mathematics, 13, 22–31.

Baroody, A. J., Bajwa, N. P., & Eiland, M. (2009). Why can’t Johnny remember the basic facts? Developmental disabilities research reviews, 15, 69–79.

Bracken, S. S., & Tran, C. (2010). FASTT Math: A preliminary evaluation in Citrus County, Florida. New York, NY: Scholastic, Inc.

Council of Chief State School Officers & National Governors Association. (2010). Common Core State Standards for English language arts and literacy in history/social sciences, science, and technical subjects—A: Research-based approaches. Sacramento, CA: CDE Press.

Isaacs, A. C., & Carroll, W. M. (1999). Strategies for basic-facts instruction. Teaching Children Mathematics, 6, 508–515.

Mevarech, Z. R., & Rich, Y. (1985). Effects of computer-assisted mathematics instruction on disadvantaged pupils’ cognitive and affective development. Journal of Educational Research, 79, 5–11.

National Center for Education Statistics. (2011). The nation’s report card: Mathematics 2011 (NCES 2012–458). Washington, DC: Institute of Education Sciences, US Department of Education.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics. Reston, VA: Author.

National Mathematics Advisory Panel. (2008). Foundations for success. Washington, DC: US Department of Education.

Russell, S. J. (2000a). Developing computational fluency with whole numbers. Teaching Children Mathematics, 7, 154–158.

Russell, S. J. (2000b). Developing computational fluency with whole numbers in the elementary grades. In B. J. Ferrucci & M. K. Heid (Eds.), Millennium focus issue: Perspectives on principles and standards. The New England Math Journal, 32(2), 40–54. Keene, NH: Association of Teachers of Mathematics in New England.

Schoppek, W., & Tulis, M. (2010). Enhancing arithmetic and word-problem solving skills efficiently by individualized computer-assisted practice. Journal of Educational Research, 103, 239–252.

Yang, D. C., & Tsai, Y. F. (2010). Promoting sixth graders’ number sense and learning attitudes via technology-based environment. Educational Technology & Society, 13(4), 112–125.

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Documents

TEACHER IMPLEMENTATION GUIDE - ESP · FASTT Math Implementation Report ... 30 minutes Building Foundational Skills ... 10 minutes Building Foundational Skills • Reviewing the Diagnostic