| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | ||||||||||||||||||||||||||
2 | Parent Questions | CPM Response | Agile Mind Reponse | |||||||||||||||||||||||
3 | Core of the Curriculum | How does your program instill a love of learning for math? | When we write our books, they are piloted by select teachers in their classrooms so we can polish and edit before printing. We strive to choose situations that will appeal to teens for example: roller coasters, a school assembly competition with tricycles, students gathering real data sets, etc. We celebrate that there is often more than one way to solve a problem & most students find that freeing. | Agile Mind instills a love of learning for mathematics by providing students access to authentic real-world scenarios, rich visualizations, student-to-student discourse, and engaging instructional strategies. | ||||||||||||||||||||||
4 | How does your program support students who fall behind each year? | Specifically in our Integrated 1 course, we provide a 2 week appendix with specific lessons for those students who need help with algebraic skills from 8th grade. Our homework sets are mixed spaced practice that pay particular attention to what prerequisite skills are coming up in the next lesson. For example there are fraction reviews with numbers before we work with variables. The Teacher Edition highlights these questions in particular for the teacher to use to assess students & intervene when needed. We expect teachers to change their testing plans to also meet this spiral review process to reflect what their students are ready to do. Mastery occurs over time. Checkpoint problems periodically appear to let students know when fluency is expected with additional examples, problems and answers. | Our programs are designed to build on students' prior knowledge, whether that be on grade-level or behind grade-level. Through interactive animations, "just-in-time" review, and classroom strategies for struggling students, Agile Mind provides students with many ways to access the grade-level content, no matter where they started the year. | |||||||||||||||||||||||
5 | Are there schools with similar demographics that are using these programs? Can we hear from student and parents from these schools? | CPM is used widely throughout CA. We do not publish our customer contacts but we can reach out to individuals for their contact information & ask if they'd be willing to email. Given the constraints of COVID, classroom visits are no longer possible. | Wapato School District (Washington State) Has been using our core high school math programs and Algebra Intervention course for 3+ years. Here is their district overview to see similiar demographics to PJUSD. Mrs. Shannon Torres, Executive Director of Teaching & Learning, shannont@wapatosd.org | |||||||||||||||||||||||
6 | ||||||||||||||||||||||||||
7 | Curriculum Structure & Support of Special Populations | What supports are imbedded for Special Education students needing accommodations and supports? | Every lesson in the Teacher Edition has a specific Universal Access section written by a cadre of Special Education teachers who have supported their students in CPM. They address vocabulary needed, ways to make the concepts more visual and what likely errors teachers need to watch for and address. | Each course includes 200+ animations and visualizations to support students in accessing the mathematics content. Additionally, the Advice for Instruction provides classroom strategies for supporting students with special needs and other subgroups, such as recommendations for using manipulatives in various lessons and sentence starters for students to use while answering questions. | ||||||||||||||||||||||
8 | Is your curriculum available for grades 6-12? | Yes, we offer materials for grades 6-12. We also offer an Intervention course to be done in conjunction with our 8th grade course so struggling students can fill in their gaps before entering high school. | Yes, Agile Mind offers a full suite of blended Core Mathematics Programs and supports starting in 6th grade through Advanced Math Calculus and Statistics. Agile Mind is also Top Rated and All Green via EdReports in all of our middle and high school courses. | |||||||||||||||||||||||
9 | Is your program language heavy? | Mathematics is much more than arithmetic so language is vital. Knowing that literacy is critical in the real world we include reading strategies in our teacher workshops and a full section addresses these skills in the Teacher Edition. Avoiding connecting the words to the math makes our children less prepared for college & careers. There is no job where an employee is handed a sheet of equations and asked to solve them again & again. The employee however needs to be able to look at a task or a problem and recognize that the situation requires a particular type of equation or strategy to solve. We want students to solve using equations but they also need to recognize when to use them appropriately. | Agile Mind courses provide many opportunities for students to learn and utilize academic language. Key design elements of Agile Mind allow students to build academic vocabulary, bridge from vocabulary aquisition to conceptual understanding, and use vocabulary in classroom discourse. These elements include multiple representations, real-world scenarios, sentence frames/stems, Language Notes for vocabulary with multiple meanings, and a Spanish/English Glossary. | |||||||||||||||||||||||
10 | Describe the pacing of your program. | Our materials are field tested with real classrooms. When we plan the year, we understand there are days when teachers don't see their students so we have not written extra lessons of busywork. Our pacing guide is created so classes should finish most of the lessons in time for statewide testing and we have built in extra days for review so that the teacher should designate these days to meet their particular population. The pacing does assume students are doing the homework for practice time outside of the classwork. | During the school year, as educators plan instruction each week, reference Advice for Instruction (found in the Professional Support section for each topic) for guidance on planning and teaching a topic. While Advice for Instruction is useful to all teachers regardless of their experience, we have found that new teachers and teachers working in new subject areas find Prepare instruction and Deliver instruction highly useful for class management techniques and to save time building weekly instructional plans. Online advice for planning and teaching the lesson. The planning and teaching sections found within Advice for Instruction include advice on managing typical student misconceptions, strengthening connections among topics, focusing students' attention on important big ideas, and planning and delivering instruction. Because "asking the right question" is at the heart of good instruction, these sections also include recommended framing, scaffolding, and extension questions. Prepare instruction. Includes Goals and objectives, Topic at a glance, Language support, Prerequisite skills, and Resources. Deliver instruction. Includes Agile Mind materials, Opening the lesson, Framing questions, Lesson activities, Further questions, and Suggested assignment. This section is divided into blocks, each one focused on related key ideas within a topic. Each block provides advice on lesson activities to support a 45-minute period of instruction. | |||||||||||||||||||||||
11 | What does Universal Access look like in your program? | Universal Access is a major emphasis in our teacher workshops as we believe the best teaching practices benefit all students. Specifically we bring in manipulatives and start with concrete representations whenever possible. We know that graphic organizers are critical thinking tools. The lesson plans follow a daily structure of Launch: engage students in the math with a situation to spark student curiosity; Explore - the teacher uses multiple modes of instruction such as class discussion, teams or pair work as students work together to complete the assigned task and Closure - students reflect & summarize their learning for the day. | https://drive.google.com/file/d/1xS6eBGHmATe_ugg3E2q-A8s6nkHRyLrz/view?usp=sharing | |||||||||||||||||||||||
12 | ||||||||||||||||||||||||||
13 | Middle School & High School Math Curriculum Alignment | If this program is chosen for 9-12, how does Go Math from JJH work to bridge with this program at the high school level? | When looking at the EdReports scores for GO Math those materials do not meet the criteria for Rigor and Math Practices. I would suggest the 6-8 teachers explore supplemental materials to include in their program that include the Math Practices. | Agile Mind is compatible with many math publishers in bridging the gap between middle school and high school. I would be curious how Go Math is used at the middle school level so I could learn more about the enactment to provide more detailed feedback on this question. | ||||||||||||||||||||||
14 | A parent's 9th grade son is struggling with math. How does your program provide a transition from 8th grade to 9th grade when not using your program at grade 8? | The first chapter in every text focuses on building teams and a positive class culture. It does this with lessons that preview upcoming work that directly connects to a few big ideas from the prior year. We believe that teachers need to be formatively assessing during that first chapter. CPM does offer an Intervention course, Inspiration and Ideas for 8th grade students. It is intended to supplement an 8th grade course not replace it. The curriculum focuses on 5 big ideas that students need to understand before tackling the High School curriculum. The content in the High School courses does expect that students have fluency with earlier work. CPM spreads it's content over time so more struggling students do find success. This is based on my own experience. | In all Agile Mind courses, you will find roadmaps to help you plan to support students efficiently and effectively to address the unfinished learning from the previous grade that was caused by school disruptions in March. These documents reflect the “corequisite" support model recommended by the Charles A. Dana Center. In this model, students receive “just-in-time” support for unlearned prerequisite knowledge and skills as they are needed to master the content of the current course or grade. This approach allows teachers to start the year off with grade-level instruction, and avoids the need for “just-in-case” teaching. In addition to support for lost learning or struggling learners, some students may need targeted review and practice of foundational knowledge and fluency skills from prior courses. The appendix, Key competencies from earlier grades, contains materials that can be used to address gaps in these areas. | |||||||||||||||||||||||
15 | Does your program look at the middle school to make up gaps? | The reality this year is that many students will have gaps at all levels due to COVID. CPM has developed supplemental resources for grades 6-12 that all our teachers & students can access for make up work. We articulate all our books grades 6-12 so students can build on their prior learning. We do not advocate that teachers return to 6th grade math in 9th grade but we do provide all our Parent Guides and Test Resources to every teachers so they can have resources to help their students who are struggling out of grade level. | Our middle school course programs are designed to bridge students from elementary to high school mathematics. For example, our courses use proportional reasoning as a springboard for exploring and representing proportional relationships in a variety of ways-verbally, numerically, graphically, algebraically and geometrically. This foundation provides support for developing an understanding of rate of change, slope, linear relationships, and functions in Math 8 and in high school mathematics. We start our courses with these topics so that we can build on them throughout the course as we address expressions, equations, and functional relationships. Building proportional reasoning in students takes time and that’s why we have woven the concept throughout our middle school courses. We recognize students come to middle school with an extensive range of prior experiences with mathematics. For this reason, all of our middle school courses include rich visualizations, opportunities for sense-making, low floor/high ceiling tasks, and questions to spur student discourse. These design features, as well as explicit classroom strategies found in the Advice for Instruction, support students with learning gaps throughout their middle school experience. | |||||||||||||||||||||||
16 | Does your middle school program support learning gaps? | Yes, particular attention in our lessons is to find multiple strategies for students to see so they can find what makes the most sense to them. We use concrete objects, drawings, graphs and other models so young learners can make connections between the concrete and abstract. | Alll of our course programs are aligned to grade-level standards. That said, we also recognize that some students come to us with gaps from prior years. Therefore, in each of our Middle and High School courses, we have embedded topics called "Key competencies from earlier grades," which address key concepts that will support students in accessing grade-level content. We also identify suggested prerequisite skills in the Prepare Instruction for each topic, which teachers can use in their planning. We also have equipped all of our middle and high school mathematics courses with “corequisite" support models recommended by the Charles A. Dana Center. In these corequisite models, students receive “just-in-time” support for unlearned prerequisite knowledge and skills as they are needed to master the content of the current course or grade. This approach allows teachers to start the year off with grade-level instruction, and avoids the need for “just-in-case” teaching. | |||||||||||||||||||||||
17 | ||||||||||||||||||||||||||
18 | Instructional Design & Daily Lessons | Describe the differentiated instruction offered in your program. | In our teacher workshops & lessons we have incorported techniques from UDL - Universal Design for Learning. These Instructional modules are now available to teachers through our Professional Learning portal. Briefly, 1) build multiple ways for students to access information to include literacy strategies, building concepts to fluency and paying attention to how information is presented. 2) Use multiple ways to approach a task. 3) Create curiosity in our lessons, help students learn to make sense of problems & persevere in solving them and share the authority for learning. Students need to be actively involved. | The instructional content, assessment, advice, and progress-monitoring resources ensure that all students can benefit from evidence-based, standards-aligned curricula and instruction and help identify those at risk. The program helps scaffold student learning towards mastery of rigorous content by enabling students to interact with the content at many levels. Agile Mind structures all of the resources so that both the program and the teacher can provide multiple pathways for learners. The assessment tools and content make data about student behavior—including performance on assigned tasks and assessment items—available to teachers in real time. Having access to data supports rapid diagnosis of challenges and opportunities and thereby authentic personalization, and to address differences in learning needs early. Students have access to the same curriculum content and structure of information that teachers present to them in class—both before and after instruction—enabling them to engage and re-engage with the content at their own pace. Whether students engage on their own or with the support of others outside the classroom, their classroom experience is completely supported and reinforced—in vivid imagery, in puzzles, in problems, and in instructional material. | ||||||||||||||||||||||
19 | Would you consider your program to be very intensive, requiring teachers to be on point with students? | Yes, these materials expect teachers to be interacting with students throughout the lesson. Our workshops focus on helping teachers use Study Team Strategies and questioning to continually move the student learning forward. Making assessments of student understanding throughout the lesson is critical in helping the teacher pivot between whole class and team discussions as needed. | Agile Mind's blended course programs are designed to be a comprehensive system in nature. Resources for instruction and learning, for practicing and review of key skills and concepts, as well as assessment and professional learning resources. The comprehensive, integrated nature of the resources makes them both easier to implement and more effective -- with a design oriented toward ease of use for students, families, and educators. | |||||||||||||||||||||||
20 | Are students left guessing at the end of lessons when exiting the classroom? | They should not. Each lesson has a Closure section in the Lesson Plan notes that range from 5-15 minutes depending on the day for students to reflect and summarize the math they've worked with that day. Our workshops emphasize the importance of this piece of a daily lesson Plan. | Students have 24/7 access to the same curriculum content and structure of information that teachers present to them in class--both before and after instruction--enabling them to engage and re-engage with the content at their own pace. Whether students engage on their own or with the support of others outside the classroom, their classroom experience is completely supported and reinforced--in vivid imagery, in puzzles, in problems, and in instructional material. | |||||||||||||||||||||||
21 | Is the program designed to have students in groups each day? | It depends on the activity but most of the time yes. Research has shown that students productively interacting with problems in teams maintain a higher degree of cognitive demand when actively involved. This results in greater success in performing mathematical tasks. | Agile Mind's program design offers flexibility in any instructional model allowing teachers to decide what fits best with their class at that time. With most Agile Mind instructional models, teachers will be at the heart of instruction and students will work in pairs or small groups and use printed activity sheets and manipulatives as they engage in challenging tasks, collaborate with peers, demonstrate their thinking, and reflect on their learning. Agile Mind programs also provide flexibility with engaging teacher tools to create announcements, assignments, quizzes, and tests for whole class, small groups, or individuals. During the past year with many districts supporting remote learning, as well as in one-to-one settings or with shared devices, students work online at the direction of their teacher | |||||||||||||||||||||||
22 | How much direct instruction is in your program? | It varies with the lesson content. For example, after students have some conceptual understanding of probablility through a lab experience, it is appropriate to introduce formal vocabulary and rules with the whole class. We provide Math Notes throughout the chapters that also provide this in written form for those students who prefer to read ahead. | Integrated Math 1- These course materials are designed to support 131-135 blocks of instruction and assessment (1 block equals 45 minutes) Integrated Math II- These course materials are designed to support 167-197 blocks of instruction and assessment (1 block equals 45 minutes) Integrated Math III- These course materials are designed to support 131-152 blocks of instruction and assessment (1 block equals 45 minutes). Intensified Integrated Math 1- These course materials are designed to support 160-164 blocks of instruction and assessment (1 block equals 80 minutes) | |||||||||||||||||||||||
23 | How can we teach kids that are 4-5 grade levels apart, in the same class? | Realistically, this is difficult in a small school setting. If the student has special needs, then a paraeducator may be needed to help with the most basic student needs. Expectations need to be adjusted as our State expects college and career ready math course standards and that CPM can not change. Perhaps there could be better articulation between the MS and HS so there is not such a wide gap continuing for years? | The real-life applications for each lesson provide multiple access points for learners of varying levels. These contexts support both engagement and deeper learning, as well as, providing connections for sustainability. In addition, our lessons develop procedure from concepts which allows all levels of abilities to work towards full conceptual understanding. The use of multiple representations throughout lessons further supports students no matter what their entry point. The Advice for Instruction teacher lesson plans provide daily support for classroom discourse, small group and peer-to-peer discussions and differentiation methods to encourage the mathematical conversations needed to build confidence and critical thinking for all learners.The framing and reframing questions provided continue to provide opportunities for students to participate and develop understanding by answering based on their knowledge. Student Activity Sheets work in conjunction with the online lessons to provide opportunities for students to apply learning in new contexts and in varying ways, which supports all levels of learners to use their own language to describe processes and justify thinking. | |||||||||||||||||||||||
24 | How does the program maintain student engagement and excitement? | Having taught Integrated Math 1 for several years, the teamwork & activities light up their eyes. We also know that students social and emotional needs must be taken into account so time is spent in building a positive class culture and a growth mindset that helps build confidence in students. | Throughout the Agile Mind course programs, students engage in mathematics in a variety of ways and produce a variety of types of work. In addition to extensive opportunities in the online system to engage in a variety of problem-solving situations and assessment items types, students use Student Activity Sheets (SAS) to record their thinking and problem solving, review prior knowledge, and reinforce new learning. Constructed response items in each topic provide opportunities for students to express their understanding in a variety of ways | |||||||||||||||||||||||
25 | ||||||||||||||||||||||||||
26 | Parent Resources | What does parent support look like with the program? | CPM provides a Parent Guide for each course. These are available at our website Parent support for free downloads or they can be purchased for $20 at our webstore. These are available in Spanish & English. For each chapter there are sections to describe the mathematical topic in the lesson, provide multiple examples and graphics when appropriate. There are also additional practice problems and answers for those students wanting more practice included in the Guide. The Parent tab on our website includes links to our Research summaries, etools that students can access and Parent tips as well as links to the Homework help and Parent Guide. | Families will have access through their child's unique username and password to log into the Agile Mind programs wherever there is internet service. Additionally, the Agile Mind Partners Services team is at the ready to support families via email or phone. Agile Mind also has Quick Start Guides for Families in English and Spanish. Video FAQ Guide is also to support families. | ||||||||||||||||||||||
27 | ||||||||||||||||||||||||||
28 | ||||||||||||||||||||||||||
29 | ||||||||||||||||||||||||||
30 | ||||||||||||||||||||||||||
31 | ||||||||||||||||||||||||||
32 | ||||||||||||||||||||||||||
33 | ||||||||||||||||||||||||||
34 | ||||||||||||||||||||||||||
35 | ||||||||||||||||||||||||||
36 | ||||||||||||||||||||||||||
37 | ||||||||||||||||||||||||||
38 | ||||||||||||||||||||||||||
39 | ||||||||||||||||||||||||||
40 | ||||||||||||||||||||||||||
41 | ||||||||||||||||||||||||||
42 | ||||||||||||||||||||||||||
43 | ||||||||||||||||||||||||||
44 | ||||||||||||||||||||||||||
45 | ||||||||||||||||||||||||||
46 | ||||||||||||||||||||||||||
47 | ||||||||||||||||||||||||||
48 | ||||||||||||||||||||||||||
49 | ||||||||||||||||||||||||||
50 | ||||||||||||||||||||||||||
51 | ||||||||||||||||||||||||||
52 | ||||||||||||||||||||||||||
53 | ||||||||||||||||||||||||||
54 | ||||||||||||||||||||||||||
55 | ||||||||||||||||||||||||||
56 | ||||||||||||||||||||||||||
57 | ||||||||||||||||||||||||||
58 | ||||||||||||||||||||||||||
59 | ||||||||||||||||||||||||||
60 | ||||||||||||||||||||||||||
61 | ||||||||||||||||||||||||||
62 | ||||||||||||||||||||||||||
63 | ||||||||||||||||||||||||||
64 | ||||||||||||||||||||||||||
65 | ||||||||||||||||||||||||||
66 | ||||||||||||||||||||||||||
67 | ||||||||||||||||||||||||||
68 | ||||||||||||||||||||||||||
69 | ||||||||||||||||||||||||||
70 | ||||||||||||||||||||||||||
71 | ||||||||||||||||||||||||||
72 | ||||||||||||||||||||||||||
73 | ||||||||||||||||||||||||||
74 | ||||||||||||||||||||||||||
75 | ||||||||||||||||||||||||||
76 | ||||||||||||||||||||||||||
77 | ||||||||||||||||||||||||||
78 | ||||||||||||||||||||||||||
79 | ||||||||||||||||||||||||||
80 | ||||||||||||||||||||||||||
81 | ||||||||||||||||||||||||||
82 | ||||||||||||||||||||||||||
83 | ||||||||||||||||||||||||||
84 | ||||||||||||||||||||||||||
85 | ||||||||||||||||||||||||||
86 | ||||||||||||||||||||||||||
87 | ||||||||||||||||||||||||||
88 | ||||||||||||||||||||||||||
89 | ||||||||||||||||||||||||||
90 | ||||||||||||||||||||||||||
91 | ||||||||||||||||||||||||||
92 | ||||||||||||||||||||||||||
93 | ||||||||||||||||||||||||||
94 | ||||||||||||||||||||||||||
95 | ||||||||||||||||||||||||||
96 | ||||||||||||||||||||||||||
97 | ||||||||||||||||||||||||||
98 | ||||||||||||||||||||||||||
99 | ||||||||||||||||||||||||||
100 | ||||||||||||||||||||||||||