After students complete an assessment, Imagine MyPath uses Smart Sequencer technology to create individualized learning paths for each student, ensuring that they receive content that matches their individual needs and abilities. The technology leverages coherence mapping, a framework that identifies the interconnectedness of concepts across reading and mathematics domains, enabling the program to identify the most essential skills that students need to master at each grade level.
How Imagine MyPath prioritizes content
Imagine MyPath prioritizes grade-level content and essential skills to accelerate students' ability to comprehend text and develop a conceptual understanding of mathematics. Using student performance data, Smart Sequencer technology identifies students' learning gaps and targets prerequisite skills needed to master grade-level standards.
- Reading: MyPath prioritizes comprehension of literary and informational texts. The program uses early literacy bundles to support struggling readers by providing explicit instruction on phonics, fluency, and vocabulary. These bundles help students develop essential skills needed to comprehend grade-level texts. The program organizes reading skills into progressions, allowing students to build a strong foundation before moving on to more advanced topics.
- Mathematics: The program prioritizes key concepts and skills within each domain, including number and operations, algebra, measurement and data, and geometry. Similar to the approach used for reading, the program focuses on the most essential skills and organizes them into progressions, allowing students to build a strong foundation before moving on to more complex concepts. This approach helps students efficiently scale up to grade-level proficiency.
How Imagine MyPath assigns content
MyPath creates personalized learning paths with prioritized content based on a student's rostered grade level and their assessed grade level within each domain. When a student is placed below grade level in a domain, Imagine MyPath tailors their learning path to address their specific needs, only assigning them the domains needed at each grade level based on their assessed abilities. For example, consider a Grade 9 student who is performing 3 grade levels below in algebra and specifically struggles to solve problems involving linear equations. The student's learning path will review essential skills from lower grades that are needed to master linear equations, such as solving one-step equations, solving problems involving rational numbers, and solving problems with variables on both sides of an equation. Unneeded lessons are removed from the student's learning path, and the progressions become more refined and efficient, accelerating the student's growth to grade-level proficiency.
The diagram below illustrates what this looks like. The light blue lessons were identified as non-essential and so were removed from the student's learning path, leaving only the lessons that would help the student master problems involving linear equations. The student will start with the essential Grade 6 concepts, then move to Grade 7, and so on until they are working on grade-level content.
When a student is placed above grade level, their learning path starts with essential on-grade-level skills and continues through each grade level's prioritized skills to ensure that they are prepared for higher grade-level content. For example, a student rostered in Grade 4 who is placed at Grade 6 will receive a condensed set of lessons from Grades 4 and 5 before engaging with Grade 6 content. Keep in mind that adaptivity still works for this above-grade-level student. If they pass the first or second mastery check in a lesson, the student can move on to the next lesson. However, students will not receive lessons in their learning path from grade levels higher than 2 grades above their rostered grade, even if their assessed grade is above that threshold.
Age-appropriate presentation
MyPath not only prioritizes and assigns essential content to students, it can also present the same skill to students across Grades K–12 in a way that is developmentally appropriate for their chronological age. For example, students in Grades 6–12 who require lessons focused on Grades 3–5 skills receive a presentation style commensurate with their maturity level. This ensures that the content is relevant and engaging for students of all ages.
Examples of age-appropriate presentation:
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Reading: There are 4 basic style presentations of onscreen text (Grades K–1, Grade 2, Grades 3–5, and Grades 6–12). Each style (e.g., image use, font size, organization) mimics books and curricula students would typically see at grade level (e.g., flipbooks in kindergarten versus screens with more text per page in the middle and secondary grades). Below are examples of the different style presentations.
Grades K–1 Grade 2 Grades 3–5 Grades 6–12 -
Mathematics: There are 3 basic style presentations (Grades K–2, Grades 3–5, and Grades 6–12). The layout, models, visual representations, and colors reflect the student's age. For example, lessons on single-digit addition may include concrete objects for K–2 students, representations and symbolic equations for 3–5 students, and primarily symbolic equations for 6–12 students, like in the screenshots below.
Grades K–2 Grades 3–5 Grades 6–12
Overall, the goal of Imagine MyPath is to provide students with the necessary tools and support to catch up or get ahead by focusing on essential skills, providing targeted instruction, and adapting to students' needs. Additional personalization can be accomplished using the Assignment Builder, a tool that enables you to create custom assignments made up of lessons or formatives to complement in-class instruction.