Best Practices Quantity vs Quality - 3 Situations to Consider

Imagine Math provides many data points for educators to monitor student progress and make educational decisions on next steps to further students' mathematical abilities.  The below steps will help you to sort through the data in a fashion that allows you to look at the quantity and quality of work a student has completed.

QUANTITY:  It is important that students are on task, meeting the goals you've set for them (individually and as a class), and that they are producing a quantifiable amount of work within the program over a set period of time.  This information is best monitored on the Overview Report.

QUALITY:  As educators, we all want students to succeed, but we know that attaining a level of quality that shows progress is often the real success story.  The below situations will help you to decide on the quality of work and how to direct/redirect students for better success in Imagine Math.

Situation A - Students who have attempted many lessons but have passed only a few, mostly below grade level lessons, have a low number of helps, but have a good deal of time on system:

  • Conjecture:  These students may be quickly clicking through the lessons in the hopes of gaining points.  Review their journal/notebook to check and see if they are taking time to work out problems before selecting their answer choices. 
  • Solution:  Consult with the student on the results of their work.  Do a 'reset' of their individual implementation requiring that they do their work on paper before selecting responses in the program.  Review with the student on how to access the Math Help, the audio tools, and your expectations on how they should be using Imagine Math.  You may want to re-enroll them on their current pathway so as to allow them a fresh start. 

Situation B - Students who have attempted many lessons, have passed roughly 50% of their grade level lessons, seem to do well on the below grade level lessons, have minimal number of helps, but have a good time on system:

  • Conjecture:  These students are most likely struggling through the grade level content.  Take note of their performance level; if their performance level is Basic, Below Basic, or Far Below Basic and you know that they are Tier 2 students, or students who teeter on special learning needs services, they may not be ready for the grade level lessons on their pathway.  
  • Solution:  Consult with the students to get a feel for how they believe they are doing in the program.  Ensure that they are using the audio tools and remind them about how to access the Math Help.  Review their Progress Report to see if it is a specific group of lessons where they are struggling or if it is that they are struggling with the overall grade level lessons.  Consider lowering their grade level pathway; OR, consider assigning a content/domain specific pathway to address a specific topic. 

Situation C - Students have attempted an appropriate amount of lessons, are passing the majority of all below and on grade lessons, have ample amount of helps, have a good time on system, their performance level is Basic, Proficient, or Advanced. 

  • Conjecture:  These students have an excellent individual implementation of the program underway.  They are meeting your expectations and requirements, and most likely are following the prescribed Best Practices for student implementations.  Consideration to change pathways will depend on results of the Progress Reports and your belief of whether or not they need to be challenged.
  • Solution: Review the students' Progress Reports, consult with the students on how they believe they are doing; provide positive feedback and encouragement to keep up their pace or maybe a goal of passing a certain amount of lessons within a set time period.