zearn math teaching and learning approach · english language learners ... grade-level content, ......

Zearn Math’s

Teaching & Learning Approach Copyright ©2018 Zearn, Inc. All rights reserved.

This document and its contents are proprietary information owned by Zearn.

©2018 Zearn, Inc. Portions of Zearn Math are derivative of Eureka Math and licensed by Great Minds. ©2018 Great Minds. All rights reserved.

| 2

1. Overview ............................................................................................................................... 4

2. Learning Principles.............................................................................................................. 4 Every student builds deep understanding by learning in multiple ways..........................................................4 Every student receives the support they need ....................................................................................................4 Every student learns math as connected big ideas .............................................................................................4 Every student develops a learning mindset .........................................................................................................5

3. Curricular Materials G1–G5 ................................................................................................. 5 Structure of the curriculum ...................................................................................................................................5 Zearn Math Curriculum Map ..................................................................................................................................6 Independent Digital Lessons for students to learn grade level content ...........................................................7 Teacher-Led Instructional Materials for students to learn grade level content ........................................... 10 Optional materials for additional practice ........................................................................................................ 12

4. Classroom Model G1–G5 ................................................................................................... 13 Structure of the classroom model ..................................................................................................................... 13 Zearn Math Recommended Schedule ............................................................................................................... 13 Core Days: instructional purpose and pacing considerations ........................................................................ 14 Flex Days: instructional purpose and pacing considerations ......................................................................... 14 Student placement in the digital sequence ..................................................................................................... 14

5. Ongoing Formative Assessments and Reports .............................................................. 15 Lesson-level assessments and reports .............................................................................................................. 15 Mission-level assessments and reports ............................................................................................................. 16

6. Zearn Commitment to Accessibility ................................................................................ 16 Accessibility for all students ............................................................................................................................... 16 Accessibility features of the Zearn student experience .................................................................................. 16

7. Special Cases of Differentiation ....................................................................................... 20 English Language Learners (ELL) ....................................................................................................................... 20 Students with learning differences .................................................................................................................... 20 Students struggling with a concept ................................................................................................................... 21 Enrichment ........................................................................................................................................................... 22

8. Zearn Math Kindergarten ................................................................................................. 22 Curricular materials ............................................................................................................................................. 22 Classroom model ................................................................................................................................................. 23 Assessments and reports .................................................................................................................................... 23 Zearn Math Recommended Schedule for Kindergarten .................................................................................. 24

9. Implementation Tools and Additional Resources ......................................................... 25 Zearn School Accounts ........................................................................................................................................ 25 Zearn Professional Development ....................................................................................................................... 26 Zearn Printed Materials ....................................................................................................................................... 28 Zearn Help Center ................................................................................................................................................ 29 Zearn Community ................................................................................................................................................ 29

10. Approach to Continuous Improvement ........................................................................ 29

| 3

Zearn aggregate data set analysis ..................................................................................................................... 29 Field research ....................................................................................................................................................... 29

11. Results .............................................................................................................................. 30

Zearn Math’s Teaching & Learning Approach

| 4

1. Overview Zearn Math is a top-rated K-5 curriculum and classroom model that personalizes teaching and learning of grade level content, so all students deeply understand the math content of their grade and develop a love for learning. Zearn Math accomplishes this through aligned curricular materials for teacher-led and digital instruction and a rotational classroom model where students learn with a mix of modalities, feedback, and support. Zearn Math was created by Zearn, a nonprofit curriculum publisher on a mission to ensure all students love learning math. This document is intended to introduce educators to Zearn Math and provide guidance on how Zearn Math is used in grade level instruction. It also introduces the year-long professional development, data insights and reports, and printed materials available to support implementing and teaching with Zearn Math.

2. Learning Principles Zearn’s mission is that all students love learning math. To accomplish this, the Zearn Math student learning experience is built on a set of key principles that develop a deep understanding of math and a love for learning.

Every student builds deep understanding by learning in multiple ways Zearn Math is built on the Universal Design for Learning (UDL) framework, a set of research-based guidelines for developing flexible learning environments that accommodate individual learning differences.1 Zearn Math aligns with UDL principles by providing students with multiple ways of acquiring knowledge, showing understanding, and engaging in learning. Each day with Zearn Math, students learn as a whole group with their teacher and peers, in small groups with Teacher-Led Instruction and independently with Digital Lessons. Across these formats, students learn by demonstrating math thinking with concrete and digital manipulatives, explaining reasoning aloud and on paper, and receiving personalized support. As students learn across modalities, Zearn Math follows the Concrete Pictorial Abstract (CPA) instructional approach, a three-step method proven to be highly effective in teaching math concepts.2 Students work through a progression of first manipulating objects, then using images to represent objects, and finally using numbers and symbols to solve a math problem. Zearn Math uses this proven approach to help students visualize mathematics and build deep understanding.

Every student receives the support they need Zearn Math is built on learning-science research and meta-analysis that has shown that successful interventions in education all have one common characteristic: supportive, precise, and timely feedback. 3 When students learn in this environment, their learning becomes more productive. Zearn Math curricular materials are designed with this principle in mind. As students learn grade level content they receive personalized remediation paths, precise feedback in the moment of misconception, and opportunities to try again. Zearn also offers reports for teachers with visibility on the concepts where students need the most support. The Zearn Math classroom model fosters this environment as well, with increased opportunities for feedback while students are learning independently and increased opportunities for teachers to provide feedback in daily small group instruction.

Every student learns math as connected big ideas The scope and sequence of Zearn Math focuses deeply on a few interconnected math concepts, helping students build a strong and deep mathematical foundation that allows them to apply concepts flexibly to a variety of situations, contexts, and problems. These concepts are spiraled within and throughout grade levels in the curriculum, so students continue to develop a coherent understanding of the big ideas of math as they learn elementary math and beyond. Students learn these connected big ideas in aligned Independent Digital Lessons


| 5

and Small Group Lessons. This approach reflects the core instructional shifts many states have adopted: focus, coherence, and rigor.4 In an independent review from EdReports.org, Zearn Math has received a full “green-light” rating across Focus & Coherence, Rigor & Mathematical Practices, and Usability. 5 Additionally, in a curricular review from the Louisiana Department of Education, Zearn Math received a Tier 1 rating.6 The Zearn Math scope and sequence is based on Eureka Math / EngageNY, a PK–12 Open Educational Resource, and Zearn licenses the right to use Eureka Math / EngageNY content from Great Minds, with the permission of the New York State Education Department.7

Every student develops a learning mindset With Zearn Math, students view challenges as opportunities to improve, motivating hard work and progress toward learning goals. The Zearn Math student experience is built on Mindset Theory, which shows that students can build a mindset where they attribute ability to effort, persistence, and practice, rather than innate skill.8 When students build this mindset, it can shape their interpretations of and responses to academic situations, including how positively they perceive effort, the types of goals they set for themselves, their reactions to challenges and failure, and their overall academic achievement. Zearn Math is designed to build this mindset with embedded support systems to encourage students to persevere as well as systems for students to set goals and celebrate progress. When working through challenging problems in Independent Digital Lessons, students receive positive reinforcement for effort throughout. Students also use digital and classroom trackers to measure their progress each week and earn fun, colorful badges as they demonstrate understanding.

3. Curricular Materials G1–G5 Zearn Math is a K–5 curriculum and classroom model built for daily differentiation and engagement for all students. To account for the different needs of older students (first to fifth grade) compared to younger students (kindergarten), the Zearn curriculum and classroom model differs between them.

Structure of the Curriculum Zearn Math consists of Missions, Topics, and lessons for each grade. MISSIONS A Mission is a unit or a module in the Zearn Math curriculum. Each Mission is designed to teach the big ideas of elementary math: whole numbers and operations; fractions and decimals; and measurement, data, and shapes. Throughout each Mission, students work on grade level content with embedded remediation to support students with unfinished learning from prior grades. TOPICS Each Mission is broken down into Topics. A Topic is a group of lessons that teach the same concept. LESSONS A lesson is one objective within the Zearn Math curriculum. Students learn the content of lessons in two ways: Independent Digital Lessons and Small Group Lessons. There is a balance of Independent Digital Lessons and Small Group Lessons in each Topic of a Zearn Mission to ensure every student learns grade level content with a mix of modalities, feedback, and support.


| 6

Zearn Math Curriculum Map The scope and sequence of the Missions for each grade are outlined in the Curriculum Map, available in Teacher Accounts. The Curriculum Map can also be downloaded and printed from the Zearn Help Center.


| 7

Independent Digital Lessons for students to learn grade level content All digital instruction falls under the title “Independent Digital Lessons.” Independent Digital Lessons allow students to learn and practice grade level concepts at their own pace with rich digital manipulatives, interactive videos, paper and pencil transfer, and personalized remediation. All Independent Digital Lessons include embedded remediation throughout that address unfinished learning from both the current and prior grade levels. Students access Independent Digital Lessons by signing in to accounts created for them by a teacher or school administrator, and begin on the first Mission of their grade. They progress through their grade level sequence at their own pace and must complete Independent Digital Lessons in the order of the curricular progression. Students only move forward as they demonstrate understanding of each Independent Digital Lesson’s objective. Each Independent Digital Lesson takes about 30 minutes to complete; because the Independent Digital Lessons adapt to student needs, completion time varies. STUDENT FEED When students log in, they are directed to their personal Student Feed. At the top of their Student Feed, students are shown what they should work on next. They cannot progress to the next part of the Independent Digital Lesson without completing the preceding part. ADAPTIVE FLUENCY Every Independent Digital Lesson begins with Number Gym®, an individually adaptive fluency experience that helps students build foundational number sense. The key strands that Number Gym covers are counting, place value, and decomposition. Each Number Gym activity addresses the specific set of foundational number sense needs that a child demonstrates while working through the Independent Digital Lesson sequence. As students demonstrate proficiency in a Number Gym activity, they advance to larger numbers and more challenging portions of the Number Gym sequence. There are several types of Number Gym activities, each built based on insights derived from Zearn Math's aggregate data set: Make and Break®, Next Stop Top®, Number Bond Dash, Take From 10, Addition Magician®, Addition Magician Returns®, Form to Form, The Counting Train, Bundle the Sea, Hop Skip Splash!, and Sum Snacks. LESSON-ALIGNED FLUENCY Every Independent Digital Lesson has a lesson-aligned fluency activity. Unlike Number Gym, the lesson-aligned fluency activity corresponds to the specific Independent Digital Lesson the student is working on. Lesson-


| 8

aligned fluency activities practice previously learned concepts to develop procedural fluency and deep number sense and prepare students for upcoming content. Some lesson-aligned fluency activities students will see are Sprints, Multiply Mania®, Pair Compare®, Totally Times®, Fraction Action®, Mix and Match, and Blasts. Students are timed in some digital fluency activities; however, the timer is not emphasized in the experience. If teachers need to work with students on timed practice, many choose to do so in whole-group teacher-led fluency (which occurs at the beginning of math instruction every day). Lesson-aligned fluency in each Independent Digital Lesson complements whole-group teacher-led fluency, and students best retain learning when both regularly take place in the classroom. GUIDED PRACTICE Students learn a new concept or explore a concept further during the guided practice component of an Independent Digital Lesson. Guided practice activities are interactive, multisensory learning experiences that incorporate auditory, visual, and tactile learning. Each guided practice activity teaches students through interactive videos featuring a real teacher, digital manipulatives, and paper and pencil transfer through Student Notes (detailed below). There are four types of guided practice activities: Math Chats, Learning Labs, Story Time, and ZSquad®. Every guided practice activity has embedded remediation that support students at the precise moment of misconception. The goal of the remediation in guided practice is to help all students see their error, address any unfinished learning from previous grade levels, and return to the goal of deeply understanding the new content of the lesson. If students demonstrate that they need additional support with the content of the guided practice activity, or content from prior grade levels, they will see additional videos, visual representations, and more scaffolded digital manipulatives to ensure each student can successfully engage with the on-grade level content. PAPER STUDENT NOTES Most Independent Digital Lessons include guided Paper Student Notes. Student Notes are problems that students are prompted to complete on paper during the guided practice experience. There are typically three to four problems in a guided practice experience, and one usually includes Student Notes. This helps students transfer their digital learning and helps students strengthen retention. Students receive digital support as they complete their Student Notes, providing them with learning opportunities as they check their work. Teachers check Student Notes weekly to monitor engagement, celebrate self-checking, and note the variety of strategies being used by students. Student Notes for each Mission are included in Zearn Workbooks or can be downloaded and printed individually from Teacher Accounts.


| 9

INDEPENDENT PRACTICE After fluency and guided practice, students demonstrate understanding in the Tower of Power. Students need to answer all of the questions correctly in every level to complete the Tower of Power and advance to the next Independent Digital Lesson. Until students answer all of the questions correctly, they will not move to the next Independent Digital Lesson and will stay placed in the current Tower of Power. The Tower of Power has two to four levels, depending on the student’s grade. When students get a part of a question wrong within a level of the Tower of Power, they are remediated at the precise moment of misconception with a path called a Boost. A Boost breaks the question into smaller steps with more supportive questions, prompts to activate prior knowledge, and visuals and manipulatives. The Boost helps students better understand the original question by looking at it in a new way, using strategies from their current grade level as well as previous grade levels. Once students complete the Boost, students start at the beginning of the level in the Tower of Power, and they need to demonstrate understanding on a new problem before moving on to the next level or to complete the Tower of Power. Teachers are able to see Boost data and Tower of Power completion data for their students in the Tower Alert Report detailed below. PAPER EXIT TICKET Once students complete all questions in the Tower of Power correctly, they move to the Paper Exit Ticket. Exit Tickets are un-scaffolded so teachers can see how well students transfer their learning to paper. Exit Tickets for each Mission are included in Zearn Workbooks or can be downloaded and printed individually from Teacher Accounts. PAPER GOAL TRACKER After students complete the Tower of Power and Exit Ticket, they use the Paper Goal Tracker to keep track of their progress toward their Independent Digital Lesson completion goals. Goal Trackers for each Mission are included in Zearn Workbooks or can be downloaded and printed individually from Teacher Accounts. MY STUFF My Stuff is a collection of the lesson badges a student earns after completing a Tower of Power. From the My Stuff page, students can also access Digital Bonuses to complete for enrichment and previous Independent Digital Lessons to review for extra practice or remediation. Students can navigate to My Stuff from their Student Feed.


| 10

Teacher-Led Instructional Materials for students to learn grade-level content Zearn Math offers materials for teachers to plan and lead instruction that ensures students deeply learn the math content of their grade. To support teachers with preparing to teach each new concept and building deep understanding of the curriculum, Zearn also offers year-long professional development. GRADE OVERVIEW To support teachers with planning instruction, each grade has a Grade Overview that outlines the big math ideas, Missions, and standards that are taught in that grade. The Grade Overview also lists the mathematical practices that teachers should aim to develop in all students. The mathematical standards and practices are also listed throughout the other Teacher Materials. MISSION OVERVIEW To support teachers with planning instruction, each Mission has a Mission Overview that outlines the big math ideas of the Mission and how the Mission connects to previously learned concepts. The Mission Overview also outlines the Independent Digital Lesson and Small Group Lesson sequence, including which lessons are optional and which lessons can be used for enrichment. WHOLE GROUP FLUENCY Fluency materials include oral fluencies and whiteboard fluencies. Each day, teachers choose one fluency to complete as a class as a fun warm-up. Teachers may choose fluencies from their current Mission, or they can choose from Foundational Missions to strengthen prior knowledge. This whole-group warm-up engages the community of learners and builds number sense. Each student should have an individual whiteboard so each student has an opportunity to show their pictorial and abstract representations. Fluency activities are opening activities that help students develop procedural fluency, retain content, and warm up for upcoming content.


| 11

WHOLE GROUP WORD PROBLEMS Whole Group Word Problems include word problems for each Mission that can be solved using a variety of approaches. Each day, teachers choose a word problem to complete as a class. While students engage in problem solving, teachers can help students visualize what’s happening, encourage multiple representations, and have students talk about their strategies.

SMALL GROUP LESSONS Teachers can use these materials to design daily Small Group Lessons that give students opportunities to deeply learn math with concrete manipulatives, direct feedback, and discussion. Using the Small Group Lessons, teachers are able to work with a smaller group to provide more targeted instruction and feedback to students. They have more time to facilitate discussion and hear a variety of student strategies. With only half the class, teachers get to see what each child is modeling with their manipulatives and writing on their whiteboard. Teachers can also share feedback in the moment and develop a deeper understanding of the needs of each child. The Small Group Lessons list the associated mathematical standard and mathematical practice where appropriate. They include space to annotate the lesson based on students’ needs, required concrete materials, and debrief questions to prompt discussion. There are also recommended optional problems for remediation and enrichment. Recommended concrete manipulatives can be found in the Zearn Help Center. WELCOME PAGE When teachers log in to Zearn, they land on their personal Welcome Page. Here, teachers can access important announcements, a guided walk-through of the curriculum, and a link to experience Independent Digital Lessons as a student.


| 12

Optional materials for additional practice The materials listed above form the core Zearn Math curricular materials. When students need additional activities and exercises for enrichment, extra support, or extra practice, Zearn Math has additional practice materials. FOUNDATIONAL MISSIONS For each Mission, Zearn Math highlights the Foundational Missions, the earlier content where concepts are introduced and developed. Teachers can access Foundational Missions directly from the Mission page of their Teacher Account to address any unfinished learning from prior grade levels. Zearn recommends that teachers assign Foundational Missions during Flex Day or during additional non-core instruction time. It is important to use a Foundational Mission to support a student struggling with a concept, rather than an unaligned Mission, because the content students learn in each Foundational Mission supports their Core Day learning. DIGITAL BONUSES Digital Bonuses are challenging problems that students can complete after they complete an Independent Digital Lesson. They are designed to challenge students and extend their learning. Digital Bonuses don’t automatically appear in the Student Feed; teachers can direct students to Digital Bonuses for enrichment. Students can navigate to them from their My Stuff page. PAPER PROBLEM SET An Optional Paper Problem Set aligned to each lesson is available within Teacher Accounts. These Optional Problem Sets are used to create the digital questions in the Tower of Power, which is the independent practice experience in the Independent Digital Lessons. Problems from the Paper Problem Set could be used as additional optional practice. PAPER HOMEWORK Optional Paper Homework aligned to each lesson is available within Teacher Accounts.


| 13

4. Classroom Model G1–G5 Structure of the classroom model Zearn Math provides coherent and rigorous content delivered in a personalized rotational model. Each week is composed of four Core Days and one Flex Day so that teachers can focus on grade-level content and meet the needs of the range of students in their classrooms. Each day, teachers begin with Whole Group Fluency and Word Problems. On Core Days, students then split into two groups and rotate between Independent Digital Lessons and Small Group Lessons. On Flex Days, teachers vary stations to deeply personalize students’ learning, informed by weekly lesson-level assessments. Flex Days are also used to deliver Mission-level assessments.

Zearn Math Recommended Schedule Downloadable and printable schedules are available in the Zearn Help Center.


| 14

Core Days: instructional purpose and pacing considerations Each Core Day, teachers begin by leading 10-15 minutes of Whole Group Fluency and Word Problems to problem solve and build number sense as a whole class. Then, students learn new grade-level content in two ways on Core Days: Independent Digital Lessons and Small Group Lessons. In Independent Digital Lessons, students learn and practice a new concept at their own pace with digital manipulatives, interactive videos, pictorial representations, paper and pencil transfer, and precise digital feedback at the moment of misconception. While learning in Small Group Lessons with their teachers, students model math with concrete manipulatives, represent their mathematical understanding, discuss their math reasoning aloud, and get direct feedback from their teacher and peers. Independent Digital Lessons and Small Group Lessons are designed to be parallel learning experiences where students deeply learn grade-level content and receive embedded remediation in areas where they need support. This classroom model requires a shift from whole-group instruction of core lessons to a daily rotational model. In order to complete all grade-level content, students need complete 4 Independent Digital Lessons and 4 Small Group Lessons every week. This pacing ensures that students stay on track to complete grade-level content over a 36-week academic year. To complete 4 Independent Digital Lessons and 4 Small Group Lessons, every student should spend at least 120 minutes learning with Independent Digital Lessons each week and at least 120 minutes learning in Small Group Lessons each week. Flex days: instructional purpose and pacing considerations The Zearn Math classroom model allows teachers to focus on teaching new grade-level content during the Core Days and use the Flex Day to vary their stations and deeply personalize how students spend their time to ensure all students get the support they need. Like Core Days, teachers begin Flex Day instruction by leading 10-15 minutes of Whole Group Fluency and Word Problems to problem solve and build number sense as a whole class. Then, teachers choose stations based on student needs. The Flex Day may include more Independent Digital Lesson time (so that students can meet their 4 Independent Digital Lesson goal), Digital Bonuses, assessments, optional practice, new math games, or stretch problems. For students who have not met the goal of 4 Independent Digital Lessons, Flex Day should be used to give students extra digital time to meet their weekly goal. For students who have met their weekly goal, teachers should ensure they have completed every Digital Bonus for enrichment in their My Stuff section. When this is complete, teachers can either allow students to work on the next Independent Digital Lesson in the sequence or find additional work to engage these students. If students are allowed to move ahead on the Independent Digital Lesson sequence, the range of Independent Digital Lessons students are working on will increase. Alternatively, teachers can limit digital time to only working on Digital Bonuses and then find additional non-digital stretch work to engage these students. This will keep students closer together in the Independent Digital Lesson sequence.

Student placement in the digital sequence At the beginning of the year, all students start on Mission 1 Lesson 1 of their grade and work through the same scope and sequence. If teachers are implementing Zearn Math mid-year, students should start at the beginning of the Mission that aligns to current instruction. Students will then progress through Independent Digital Lessons at their own pace. There is no diagnostic assessment for placement in the Independent Digital Lesson or Small Group Lesson sequence because all students work on the same grade-level content.


| 15

5. Ongoing Formative Assessments and Reports Zearn Math provides teachers multiple opportunities to assess students’ learning in a range of formats and provides students with ample opportunities to reflect and receive feedback on their learning. Daily assessments are embedded throughout the curriculum and classroom model and are designed to be an ongoing, formative assessment so teachers can review progress within a topic or reflect on learning without stopping the learning process. Additionally, Mid-Mission and End-of-Mission Assessments offer the opportunity for a pause every few topics to check in on progress within and at the end of a Mission. This pause allows the teacher and the student to reflect on the learning that has happened and note strengths and areas for growth before continuing in the learning process. As students work through embedded paper and digital assessments, teachers and administrators receive real-time reporting on student productivity and struggle.

Lesson-level assessments and reports Zearn Math offers several ways to assess student understanding of each lesson. TOWER OF POWER Each Independent Digital Lesson ends with a Tower of Power. Students need to answer all of the questions correctly in every level to complete the Tower of Power and advance to the next Independent Digital Lesson. Each Tower of Power has two to four levels, depending on the grade. As students complete each Tower, they build deep understanding of the big ideas covered in the Mission. PAPER EXIT TICKET After students complete an Independent Digital Lesson, they demonstrate their understanding on a Paper Exit Ticket. Exit Tickets measure mastery at the lesson level. They are designed to give teachers valuable information about student learning and a student’s ability to transfer that learning to an un-scaffolded paper and pencil experience. Zearn Math offers Answer Keys for purchase to support grading of the daily Exit Tickets. TEACHER REPORTS There are four reports teachers can use to monitor student productivity during independent work and student struggles. Teachers can access reports in real-time and should check reports at least twice each week. Reports on student productivity: Progress Report: This report tells teachers where each student is in the digital sequence. Each student’s progress is represented as a bar in this report, and each bar shows the percentage of Independent Digital Lessons completed in a given Mission. Pace Report: This report tracks a classroom’s and individual students’ progress against the goal of 4 completed Independent Digital Lessons per week. It can help identify groups of students that need more time to complete their weekly Independent Digital Lesson completion goal. Reports on student struggles: Tower Alerts Report: If a student is struggling in the Tower of Power, he or she receives scaffolded remediation at the precise moment of misconception. The Tower Alert reports when the student struggled with the Independent Digital Lesson and whether the student has completed that Tower and moved on to the next lesson. These alerts can be sorted by date, student, and lesson.


| 16

Sprint Alerts: Sprints in each Independent Digital Lesson are designed to build and strengthen core math foundations for first through fifth grade students. Sprint Alerts help teachers identify students struggling with Sprints. Alerts appear if a student gets fewer than 10 questions correct in both rounds of the Sprint.

Mission-level assessments To ensure that students are retaining information and learning the big ideas of math, Zearn Math also offers assessments at the Mission level of the curriculum. PAPER MID-MISSION ASSESSMENTS Mid-Mission Assessments assess if students retain their understanding and can apply it in new ways. Questions may have multiple parts and measure more than one standard at a time. Teachers should use these as a more formal way to review learning in the first half of the Mission and inform their instruction for the second half of the Mission. For this reason, these should be completed independently and without assistance from teachers. Mid-Mission Assessments can be tailored to ensure they do not take longer than 30 minutes of a class period on Flex Day by selecting a subset of the questions provided. Many schools choose to administer Mid-Mission Assessments after the content has been covered in Small Group Lessons (even if students have not yet learned content in Independent Digital Lessons). Other schools choose to administer Mid-Mission Assessments once students have covered the material in both Small Group and Independent Digital Lessons and as a result, students take Mid-Mission Assessments at different times. PAPER END-OF-MISSION ASSESSMENTS Similar to the Mid-Mission assessment, there is an End-of-Mission Assessment for all Missions. In End-of-Mission Assessment questions, students may be asked to demonstrate an understanding of multiple standards within a question or to show understanding on a deeper level. Like the Mid-Mission Assessments, these should be completed independently and without assistance from the teachers, and they can be tailored to ensure they do not take longer than 30 minutes of Flex Day by selecting a subset of the questions provided.

6. Zearn Commitment to Accessibility Accessibility for all students Zearn strives to be accessible for all students, in line with its mission to ensure all students love learning math. The Zearn student experience reflects intentional decisions meant to support a diverse range of young learners, and Zearn is working to conform with accessibility standards, including the Web Content Accessibility Guidelines (WCAG 2.0). Zearn views its commitment to accessibility as ongoing and will continue to make updates to ensure curricular materials are usable for all students, including those with disabilities.

Accessibility features of the Zearn student experience

CURRICULUM APPROACH Zearn Math is built on the Universal Design for Learning (UDL) framework, a set of research-based guidelines designed to create flexible learning environments that ensure all students can access and participate in learning


| 17

opportunities. Zearn Math aligns with UDL principles by providing students with multiple ways of engaging in learning, acquiring knowledge, and demonstrating understanding. Each day with Zearn Math, students learn independently in Digital Lessons and in small groups with their teacher and peers. Across these learning experiences, students have opportunities to engage with the same math content in multiple ways, using multiple modalities. As students work through Independent Digital Lessons, they learn and practice new concepts at their own pace with digital manipulatives, interactive videos, pictorial representations, paper and pencil transfer, and precise digital feedback at the moment of misconception. While learning during Small Group Instruction, students model math with concrete manipulatives, represent their mathematical understanding on paper, discuss their math reasoning aloud, and receive direct feedback from their teacher and classmates. This curricular approach provides all students with opportunities to learn and succeed and ensures all individual learning differences are accommodated.

SOCIAL BELONGING Zearn aims to represent a diverse range of students in Independent Digital Lessons, to reflect the diversity of students in classrooms across the country. Students of all genders and races, as well as students with disabilities, appear on-screen in Zearn interactive videos. This accessibility feature helps all learners feel they belong and understand all kids are ‘math kids’ and is particularly important for girls and minority students, who may be affected by negative stereotypes about math ability. LANGUAGE CHOICES All language used within Zearn curricular materials has been thoughtfully chosen to support the diversity of students learning with Zearn Math. These accessibility features ensure all students, from all backgrounds, can access the math content of their grade.

Neutral Cultural Context All language is neutral on cultural context and does not include culture-specific references. Language also avoids idiomatic jargon that may be familiar only to native English speakers.

Essential Vocabulary All math vocabulary critical to students’ learning is introduced, taught, and used frequently throughout students’ learning. Students are not expected to have prior knowledge of essential vocabulary.

Age Appropriateness Age appropriate vocabulary and sentence structures are used across all grades.


| 18

CLOSED CAPTIONING Closed captioning for all interactive student videos is currently available for Missions 1 and 2 for all grades and will be live for all additional Missions by November 2018. Zearn closed captioning allows students to turn on an English text transcription of all dialogue and other relevant audio information in the Zearn video player. This accessibility feature is particularly important for deaf and hard-of-hearing students, as well as English Language Learners.

AUDIO SUPPORT All instructional prompts students see in Independent Digital Lessons have audio support through either recorded audio or Zearn’s text-to-speech feature. Students can click on the audio button next to text questions or prompts to hear the words spoken aloud. All math expressions in Zearn digital lessons are read correctly with Zearn’s text-to-speech tool. To support younger students, Zearn provides additional audio supports for student tasks and questions in Grade 1 and 2 Independent Digital Lessons (e.g. fill in the blank in a word sentence, selecting from among multiple choice options). For older students in G3-5, additional audio support outside of instructional prompts can be accessed using supported browser text-to-speech tools. These accessibility features are particularly important for students with cognitive impairments, students with learning differences, young students, and English Language Learners.

VISUAL CLARITY The appearance of Zearn’s digital lessons are intended to meet web standards and make all content visually clear and understandable. These accessibility features are particularly important for students with color blindness or any visual impairments.

Use of Color Zearn is intentional about ensuring that color is not used as the only visual means of conveying information. In digital lessons, when a student receives precise feedback on an answer, that feedback is provided in multiple ways--visually with color, with clear iconography, and through specific messages such as “Nice!”, “Try again”, or “Check the answer.” Additionally, where color is used to draw attention to a specific piece of information, Zearn also uses prompts to convey the same information.

Color Contrast Zearn aims to conform to minimum color contrast requirements. Zearn digital lessons use larger fonts that meet a minimum contrast ratio of 3:1. Font smaller than 18pt or 14pt bold


| 19

meet a contrast ratio of 4.5:1. Where specific elements of digital lessons do not meet contrast standards today, Zearn is working to make improvements.

Font Readability Throughout digital lessons, Zearn avoids using font smaller than 10pt, with most text using at least 16pt font. Font types are simple, clear, and have limited variation in order to ensure all text is readable.

Zoomability Students may resize Zearn digital pages up to 200% through browser settings to view images or text closer up without losing any content.

KEYBOARD ACCESSIBILITY While Zearn requires the use of a mouse, trackpad, or touchscreen device today, Zearn has made keyboard accessibility a priority. Zearn will be adding features to ensure that all interactive elements in Independent Digital Lessons are keyboard accessible for students. This accessibility feature is particularly important for students with impaired mobility or dexterity or students with low vision.

PAUSING AND REWINDING The video player in Independent Digital Lessons can be paused or rewound at any time to allow students to return to specific content or repeat a lesson. This accessibility feature is particularly important for students who may need extra time or support or students who may be struggling with a specific concept.

ON-SCREEN KEYPAD When students complete questions on Zearn, they have the option to use Zearn’s on-screen keypad, rather than a computer keyboard, to type and submit their answers. This accessibility feature is particularly important for tablet users and young students who may not know how to use a computer keyboard.

VOLUME CONSISTENCY In order to provide a consistent and non-disruptive audio experience for students, there are no significant volume changes between video audio and other sound effects during Independent Digital Lessons. Outside of Zearn’s video content, there is no audio that plays automatically for more than 3 seconds. This accessibility feature is particularly important for students who are sensitive to changes in volume, students who have difficulty focusing on visual content (including text) when audio is playing, students on the autism spectrum, or students with any hearing impairments.

NO FLASHING Zearn does not contain any visual that flashes more than three times in any one second period. This accessibility feature is particularly important for students prone to seizures, as flashing content can trigger seizures. Note: A student’s Individualized Education Plan (IEP) should be the first resource teachers use as they look to differentiate instruction for a student with a disability. While Zearn’s accessibility features aim to ensure that all students can learn core content in two ways—Independent Digital Lessons and Small Group Lessons—Zearn realizes that not all children will learn best through digital lessons. For example, due to the visual nature of


| 20

Zearn’s digital manipulatives, students with severe visual impairments may be better served working with physical manipulatives. Students not able to access digital materials should participate in Whole Group Fluency and Word Problems with the full class and Small Group Lessons with their teacher and smaller group of peers. Rather than complete the digital lesson, students should complete lesson-aligned paper components including Student Notes, Problem Sets, Homework, and Exit Tickets as determined and directed by the teacher.

7. Special Cases of Differentiation Zearn Math is designed to allow teachers to reach each student, so all students can love learning math. Each day, students learn with Independent Digital Lessons that include embedded supports for all learners, including frequent check-ins to monitor understanding, problem solving paths that are supported visually and verbally by on-screen teachers, and personalized remediation paths with pictures and manipulatives that address misconceptions. Students are also supported with daily Small Group Lessons that create a lower risk instructional setting than whole-class instruction. In addition, there are classroom strategies that may need to be emphasized or modified to reach a range of learners and situations.

English Language Learners (ELL)

SMALL GROUP SUPPORTS Ensure all students have the opportunity to learn from peers’ reasoning, discuss their own reasoning aloud, and use concrete manipulatives to model and explain their thinking. Provide students with frequent checks for understanding. Ensure essential vocabulary is intentionally introduced, taught, and used. Ensure all language is neutral on cultural context with low levels of idiomatic jargon.

INDEPENDENT DIGITAL LESSON SUPPORTS Support students in working at their own pace. Students should continue to work at their own pace even if they take longer to finish an Independent Digital Lesson than other students. Ensure students are familiar with the audio buttons that can read text aloud to students. Consider adding a browser plug-in that reads text in another language; the Help Center offers instructions on this plug-in. Ensure students are familiar with how to pause and rewind the video player. Ensure all students have access to concrete manipulatives.

Students with Learning Differences A student’s Individualized Education Plan (IEP) should be the first resource teachers use as they look to differentiate instruction for a student with a disability. Once the student’s needs are deeply understood, the following strategies and scaffolds might be employed to best serve that student:

SMALL GROUP SUPPORTS Ensure all students have the opportunity to learn from peers’ reasoning, discuss their own reasoning aloud, and use concrete manipulatives to model and explain their thinking. Provide students with frequent checks for understanding.


| 21

For students that need more visual supports, enlarge the printing preferences on Small Group Lesson templates.

INDEPENDENT DIGITAL LESSON SUPPORTS Support students in working at their own pace. Students should continue to work at their own pace even if they take longer to finish an Independent Digital Lesson than other students. Identify individual supports that adhere to the IEP for students to use during Independent Digital Lessons such as an individual math vocabulary dictionary, multiplication charts, etc. Ensure students are familiar with the audio buttons that can read text aloud to students. Ensure students are familiar with how to pause and rewind the video player. Ensure all students have access to concrete manipulatives to use during Independent Digital Lessons.

Students Struggling with a Concept

SMALL GROUP SUPPORTS Ensure all students have the opportunity to learn from peers’ reasoning, discuss their own reasoning aloud, and use concrete manipulatives to model and explain their thinking. Provide students with frequent checks for understanding. Provide multiple entry points to word problems. Use the optional problems provided in each Small Group Lesson to provide students with more practice. Use Teacher Reports to inform instruction to focus on the exact concepts a student is struggling with. If students are struggling with a big idea, use concrete manipulatives for longer in that lesson. INDEPENDENT DIGITAL LESSON SUPPORTS Support students in working at their own pace. Students should continue to work at their own pace even if they take longer to finish an Independent Digital Lesson than other students. Ensure students complete the Number Gym component of Independent Digital Lessons, which is designed to bridge K-2 math foundations. Ensure students are familiar with the audio buttons that can read text aloud to students. Ensure students are familiar with how to pause and rewind the video player. Check Student Notes to review how students are representing their thinking. Ensure all students have access to concrete manipulatives. Use Teacher Reports to ensure students are not blocked in any component of the Independent Digital Lesson.

FLEX DAY OR ADDITIONAL LEARNING TIME Assign Foundational Missions as homework or during Flex Day. It is important to use a Foundational Mission to support a student struggling with a specific concept, rather than an unaligned Mission, because the content students learn in each Foundational Mission supports their Core Day learning. Use the optional practice problems from the Paper Problem Set or Paper Homework.


| 22

Enrichment If students are demonstrating mastery in assessments and completing 4 Independent Digital Lessons per week, teachers can provide opportunities for additional growth and challenge, including the following activities:

SMALL GROUP OPPORTUNITIES Use the enrichment problems available in each Small Group Lesson. Ask students to show their thinking in more than one way. Adjust the difficulty of problems by changing the numbers or the context. INDEPENDENT DIGITAL LESSON OPPORTUNITIES Have students complete Digital Bonuses, extra problems designed to challenge students and extend their learning. Students can access Bonuses from their My Stuff page after completing an Independent Digital Lesson. Encourage students to complete more than 4 Independent Digital Lessons each week; students can progress deeper in on-grade level content or complete all previous Independent Digital Lessons in prior grades through their My Stuff page. FLEX DAY OR ADDITIONAL LEARNING TIME Provide extension opportunities such as brain teasers or puzzles.

8. Zearn Math Kindergarten Zearn Math for Kindergarten is designed to be developmentally appropriate for young students.

Curricular materials Zearn Math for Kindergarten offers Teacher Materials, Independent Digital Activities for students, and assessments. All materials can be found within Teacher Accounts. Students should complete Digital Activities through their individual student accounts created by their teacher. DIGITAL ACTIVITIES Digital Activities for kindergarteners are short, engaging activities designed to build number sense. Students develop number sense through an intentional progression of activities, starting with Numbers to 5, building to Numbers to 10, Numbers to 15, and Numbers to 20. Each activity takes about ten minutes. Students should complete four activities each week. Students advance through activities at their own pace and have opportunities to revisit activities throughout the year for additional practice. In all Kindergarten Digital Activities, students receive audio support. Kindergarten Digital Activities do not include pencil and paper notes. TEACHER MATERIALS Kindergarten Teacher Materials include six Missions, each with fluency, word problems, lessons, Paper Exit Tickets, and optional Paper Problem Sets. Teachers use these materials to prepare for daily instruction.


| 23

Classroom model Every day, teachers lead fluency, word problems, and lessons from Teacher Materials. Teachers may choose to deliver instruction in stations or as a whole group. Daily Teacher-Led Instruction builds number sense with concrete manipulatives, pictorial representations, and discussion. After Teacher-Led Instruction, students split into two groups for practice that builds number sense. One group of students works on Digital Activities, while the other group works on Teacher-Led Activities. After ten minutes, the two groups switch. After completing Digital Activities and Teacher-Led Activities, students complete Paper Exit Tickets from Teacher Materials.

Assessments and reports Zearn Math offers several ways to assess student understanding of each lesson: TEACHER REPORTS Teachers can use the Zearn Progress Report to monitor student productivity during independent work. This report tells teachers where each student is in the Digital Activity sequence. Each student’s progress is represented as a bar in the Progress Report. MID-MISSION ASSESSMENTS Mid-Mission Assessments can help determine if students retain their understanding and can apply it in new ways. Teachers should use these as a more formal way to review learning in the first half of the Mission and inform their instruction for the second half of the Mission. Assessments are available in Teacher Accounts. END-OF-MISSION ASSESSMENTS In End-of-Mission Assessment questions, students may be asked to demonstrate an understanding of multiple standards within a question or to show understanding on a deeper level. Assessments are available in Teacher Accounts.


| 24

Zearn Math Recommended Schedule for Kindergarten Downloadable and printable schedules are available in the Zearn Help Center.

Recommended Schedule: Kindergarten

Monday - Friday

Daily Teacher-Led Instruction

TWO STATIONS A!er Teacher-Led Instruction, students split into two groups for practice. A!er Completing Digital Activities and

Teacher-Led Activities, students complete Paper Exit Tickets from Teacher Materials.

Digital Activities Teacher-Led Activities

Each student works through Digital Activities that build number sense with the goal of completing four Digital Activities each week.

Students work through additional Fluencies, Word Problems, problems from the Lesson, or optional Problem Sets from Teacher Materials in a center with their teacher. Teachers may choose to pair students, circulate, or work with small groups of students during this time.

30 - 45 MIN

10 MIN

Every day, teachers lead Fluency, Word Problems, and Lessons from Teacher Materials.Teachers may choose to deliver instruction in stations or as a whole group. Daily Teacher-Led Instruction

builds number sense with concrete manipulatives, pictorial representations, and discussion.

Fluency 5-10 min | Word Problems 5-10 min | Lessons 20-30 min

10 MIN


| 25

9. Implementation Tools and Additional Resources In addition to the curricular materials, Zearn Math offers implementation tools available for purchase to support districts and schools. Zearn also offers additional resources to support teachers and students.

Zearn School Accounts Zearn School Accounts provide administrator-level tools to get started with Zearn Math, track school-wide learning, and identify where classrooms need support. Zearn School Accounts include Administrator Reports with data to track district- and school-wide usage, monitor progress through the curriculum, and identify classrooms that need additional support. Additionally, School Accounts offer ongoing implementation guidance from our experienced educators, including an in-depth Implementation Playbook that outlines the phased approach Zearn recommends when implementing Zearn Math. All School Accounts also have dedicated roster setup support and access to automated Clever roster management and instant login. All School Accounts include three Zearn Administrator Reports outlined below: COMPLETION TRACKING REPORT This report helps administrators ensure that all students are on track to complete their grade’s scope and sequence. This report shows the percentage of students that have completed each Mission and can be filtered by school, grade, and classroom. This report is used in combination with the year-long pacing calendar outlined in the Curriculum Map.

SCHOOL GOALS REPORT This report helps administrators ensure that all classrooms are establishing the classroom model and students have the opportunity to deeply learn grade level content. This report is used to monitor the percentage of students actively logging in to Zearn each week, the minutes spent working through Digital Lessons each week, and how often teachers are using Teacher Reports. It is recommended that all classrooms average at least 120 minutes per week in Independent Digital Lessons and at least 120 minutes per week in Small Group Lessons in order to stay on track to complete grade level content. EXPORT REPORT To further support administrator assessment, Zearn School Accounts offer the ability to export student and classroom level data to create custom analytics on progress, pace, and Mission completion.


| 26

Zearn Professional Development Zearn offers on-demand PD delivered through Zearn’s digital platform. Zearn PD is only available to School Account holders. Zearn PD includes upfront Classroom Implementation PD and year-long Curriculum Study PD. HOW ZEARN PD WORKS Zearn PD provides all the materials districts and schools need to lead year-long PD that builds expertise on implementing and teaching the Zearn Math curriculum. Each PD session is designed for group learning facilitated by an onsite administrator, coach, or educator. Facilitators and participants have access to interactive videos with guided prompts to support group learning, detailed facilitator guides for administrators and coaches to facilitate the training with teaching teams, and participant notes to support learning and takeaways. ZEARN PD CALENDAR To support districts and schools with facilitating year-long PD, Zearn offers a Recommended Professional Development Calendar. This calendar includes timing for the upfront Classroom Implementation PD and ongoing Curriculum Study throughout the year and is available on the Help Center and in the Implementation Playbook offered to all School Accounts.

CLASSROOM IMPLEMENTATION PD This PD trains participants on the Zearn Math rotational classroom model, including systems and routines for successful Zearn Math implementation. This PD should be completed at the start of the school year. The three sessions of this PD include the following: Learning with Zearn Math: This session provides an overview of how students learn grade level content with Zearn Math through a mix of modalities, feedback, and support. A Week with Zearn Math: This session provides training on how to structure Core Days and Flex Days so every student deeply learns the math content of their grade. Setting Students up for Success with Zearn Math: This session provides an overview of the classroom systems and routines that support student success with Zearn Math.


| 27

CURRICULUM STUDY PD This PD is an ongoing series that builds deep content knowledge on teaching every Mission of the Zearn Math curriculum. Each Mission of Curriculum Study PD includes the following four interactive experiences, designed to be completed collaboratively as a grade level team prior to teaching each Mission: Overview of the Mission: Participants are prompted to collaboratively explore the ideas of the Mission they are about to teach and how those ideas connect to previously learned content. In each overview, participants assess student work from the Mid- and End-of-Mission Assessments. The experience is designed to ground participants in the end goal of the Mission and explore what student work should be expected. Fluency: After the Overview of the Mission, participants explore the Mission’s content in the context of the Fluencies of the Mission. Participants deepen their understanding by collaboratively examining the Teacher Materials for Whole Group Fluencies, comparing student strategies and discussing how strategies evolve throughout the Mission. At the end of each Fluency experience, participants plan which Fluencies to emphasize during Whole Group Instruction throughout the Mission. Word Problems: After Fluency, participants explore the Mission’s content in the context of the Mission’s Word Problems. Participants deepen understanding by collaboratively examining the Teacher Materials for Whole Group Word Problems. Participants solve problems using the strategies from the Mission and discuss the different strategies and models that students will use throughout the Mission. At the end of each Word Problem experience, participants plan which Word Problems to emphasize during Whole Group Instruction throughout the Mission. Small Group Lessons: After Word Problems, participants explore the Mission’s content in the context of the Small Group Lessons of the Mission. Participants deepen their understanding by collaboratively examining and annotating the Teacher Materials for daily Small Group Lessons. Throughout the experience, participants work through exercises that prompt them to discuss and share the representations students might use to problem solve, as well as strategies to adapt and modify instruction to meet the needs of their students.


| 28

Zearn Printed Materials Zearn offers printed Student Workbooks and Teacher Answer Keys.

ZEARN STUDENT WORKBOOKS Zearn Student Workbooks include all critical daily paper materials for each Zearn Mission in one convenient place. Workbooks are spiral-bound, perforated, and 3-hole punched. Materials include Student Notes, Exit Tickets, and Goal Trackers.

TEACHER ANSWER KEYS Zearn Teacher Answer Keys help teachers quickly check student work. Zearn Teacher Answer Keys include correct answers to Student Notes and Exit Tickets.

Zearn Help Center Zearn’s Help Center (help.zearn.org) contains information about the Zearn Math curriculum, resources for teaching with Zearn, and help with setting up and managing Zearn Accounts. Zearn continuously updates the Help Center with the latest information, teacher and admin supports, and resources. Teachers can submit questions directly from the Help Center and get email answers from the Zearn Support Team.

Zearn Community Zearn offers several ways to engage with the hundreds of thousands of educators in the Zearn learning community, including email training series, @Zearned on Twitter, and the Zearn Community on Facebook. Educators can learn more about each on the Help Center.

10. Approach to Continuous Improvement The Zearn Math curriculum is continuously revised to meet the needs of all learners. Updates are based on analysis of Zearn’s aggregate data set and on field research. Zearn announces all changes to the Zearn Math curriculum through the Welcome Page available to all teachers in their account and through email updates.


| 29

Zearn aggregate data set analysis Across the K–5 sequence, students have completed millions of Independent Digital Lessons, and this data is used in aggregate to improve and iterate on the learning experience to reach all learners. For example, aggregate trends and completion data within Independent Digital Lessons showed that students across all grades needed additional support with the foundational math understandings to access the high rigor of the new standards and which specific strands needed the most support. Zearn built an adaptive fluency experience to support students with this foundational number sense. Additionally, data from the Independent Digital Lessons completed is used to identify content areas to iterate on. For example, the precise, embedded remediation paths in Independent Digital Lessons are continuously revised and updated based on aggregate data analysis.

Field research Zearn engages in daily field research to observe the curriculum and classroom model in action. Zearn also seeks feedback from thousands of teachers, administrators, chief academic officers, curriculum writers, curriculum reviewers, and academics.


| 30

11. Results Classrooms teaching with Zearn Math’s curricular materials and classroom model have more engaging and productive learning experiences. For example, a study of students who learned with Zearn Math demonstrated 1.3–1.5 years of academic gains on the NWEA MAP9. Further, internal analysis examined the results for a sample of 8,000 third to fifth grade students who completed at least three Zearn Math lessons per week on average over the 2016–17 school year. These students spanned 89 schools in 21 states. The results show that from 2015 to 2017, the average two-year change in the percentage of students proficient or higher in third to fifth grades that used Zearn Math for an average of 3+ lessons per week was greater than the average change seen across states10. For example, among the 3rd Grades that averaged over three lessons per week, the change in the percentage of students who reached proficiency or higher between 2015 and 2017 was 10.7%. The average two-year change for the 3rd Grades across the 21 states represented was 4.7%.

Zearn is currently working with Johns Hopkins University on a multi-year third-party study on Zearn Math efficacy.


| 31

Endnotes 1 Center for Applied Special Technology, Universal Design for Learning Guidelines version 2.0., (2011), http://udlguidelines.cast.org 2 Leong Yew Hoong, Ho Weng Kin, and Cheng Lu Pien, “Concrete-Pictorial-Abstract: Surveying its origins and charting its future,” The Mathematics Educator 16, no. 1 (2015): 1–19. 3 John Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (New York: Routledge, 2009, Print. 4 Student Achievement Partners, “The Shifts,” (2013), http://achievethecore.org/category/419/the-shifts. 5 EdReports.org, “Zearn,” (2016), https://www.edreports.org/math/zearn/index.html. 6 Louisiana Department of Education, “Zearn Math Instructional Materials Review,” (2016), https://www.louisianabelieves.com/academics/ONLINE-INSTRUCTIONAL-MATERIALS-REVIEWS/curricular-resources-annotated-reviews 7 www.oercommons.org. Eureka Math / EngageNY was created by Great Minds in partnership with the New York State Education Department. Portions of Zearn Math are derivative of Eureka Math and licensed by Great Minds. 8 Carol Dweck, Mindset: The New Psychology of Success, (New York: Random House, 2006), Print. 9 “Case Study: Personalizing Math with Zearn at Milwaukee College Prep (Part One)”, Zearn, (December 2006), http://webassets.zearn.org/app_assets/landing_page/Zearn_MCP_Case_Study_Part_1.pdf. 10 “Insights Brief: Impact of Zearn Curricular Materials on Student Outcomes”, Zearn, (February 2018), https://webassets.zearn.org/Implementation/ZearnInsightsBriefJan2018.pdf.

zearn math teaching and learning approach · english language learners ... grade-level content, ......

Documents