WEBVTT Kind: captions Language: en 00:00:00.890 --> 00:00:05.490 Welcome everyone to the Ontario Association for Mathematics Education 00:00:05.490 --> 00:00:09.599 conference and to our presentation "Raising the Level of Numeracy and 00:00:09.599 --> 00:00:13.889 Preparing Students for Success in High School and Beyond. My name is Emily Brown 00:00:13.889 --> 00:00:18.638 and I am a mathematics professor at Sheridan College. 00:00:18.638 --> 00:00:20.699 Good day everyone. My name is 00:00:20.699 --> 00:00:24.570 James Howell. I am the manager of academic partnerships at Vretta Inc. 00:00:24.570 --> 00:00:31.104 Thank you for joining us today. 00:00:36.100 --> 00:00:40.379 So on today's agenda we're going to have the 00:00:40.379 --> 00:00:45.629 initial challenge that prompted a look at college math grades and a look back 00:00:45.629 --> 00:00:52.590 to high school and secondary mathematics. We're going to be looking at the College 00:00:52.590 --> 00:00:57.510 Student Achievement Project data and the Assessment Development project and we're 00:00:57.510 --> 00:01:02.579 going to look at the Ontario Colleges Math Test timeline and deployments. 00:01:02.579 --> 00:01:06.420 The Assessment for Learning app for secondary school students. The OCE 00:01:06.420 --> 00:01:10.890 research project and results and of course as always you can contact us with 00:01:10.890 --> 00:01:14.840 any questions or for further information. 00:01:16.250 --> 00:01:22.740 So it is known that Canada has a significant numeracy gap where from OECD 00:01:22.740 --> 00:01:30.119 and PIACC and PISA data, we see that almost 55% of Canadian adults are below 00:01:30.119 --> 00:01:37.259 the desired and functional level of numeracy. You can see from 2006 to 2015 00:01:37.259 --> 00:01:48.720 where Canada was ranked amongst other countries around the world. From 10 years 00:01:48.720 --> 00:01:54.299 of data, looking at college student mathematics grades and successes, it was 00:01:54.299 --> 00:01:58.590 noted that a third of students were at risk of not completing their college 00:01:58.590 --> 00:02:03.570 program due to their grades in first semester mathematics courses. Here this 00:02:03.570 --> 00:02:10.020 slide shows a summary of all programs. Almost forty thousand students and then 00:02:10.020 --> 00:02:13.120 broken down into the different programs. Applied 00:02:13.120 --> 00:02:22.360 arts. Business. Foundations. General studies. Human services and technology. 00:02:22.360 --> 00:02:26.050 So what happens when we look at college student attrition? If we have a 100% 00:02:26.050 --> 00:02:31.330 of students going into their first semester math courses, we see that 00:02:31.330 --> 00:02:38.170 those with good grades and continue on to a second semester number 68% and of 00:02:38.170 --> 00:02:45.130 those continuing on to winter semester we have about 25,000 students. The third 00:02:45.130 --> 00:02:52.209 that are at risk and continue into the second semester number 60% and not 00:02:52.209 --> 00:02:56.860 continuing number 40% of students. So we can see that 40% 00:02:56.860 --> 00:03:02.260 of those students who are at risk simply discontinue their college 00:03:02.260 --> 00:03:12.069 studies. In 2004, the College Student Achievement Project was initiated as a 00:03:12.069 --> 00:03:16.420 joint project by the Ministry of Education and the Ministry of Training, 00:03:16.420 --> 00:03:21.970 Colleges, and Universities. This project reviewed the high school student success 00:03:21.970 --> 00:03:27.790 once they attended college mathematics courses and then reflected back on the 00:03:27.790 --> 00:03:31.680 achievement of the students in high school - what courses they took and so on. 00:03:31.680 --> 00:03:36.850 After ten years of reporting declining data and a consistent third of students 00:03:36.850 --> 00:03:42.790 at risk of failing their college programs because of math achievement, the 00:03:42.790 --> 00:03:48.280 ministries suggested that we look at a common math assessment. So a common math 00:03:48.280 --> 00:03:55.120 assessment was developed testing the common concepts that were discovered in 00:03:55.120 --> 00:04:01.060 first semester mathematics courses and then field trialed with over 10,000 00:04:01.060 --> 00:04:07.269 students across 16 colleges and in 112 secondary schools in Ontario. 00:04:07.269 --> 00:04:11.049 Key numeracy concepts that were assessed are those that are initially introduced to 00:04:11.049 --> 00:04:19.250 students in the Ontario curriculum up to grade 8. While a third 00:04:19.250 --> 00:04:24.680 of overall students are at risk of failing their college programs because 00:04:24.680 --> 00:04:30.050 of their math skills, in fact it can be a lot worse depending on the high school 00:04:30.050 --> 00:04:35.510 course that students took. So in this particular slide we're looking at 00:04:35.510 --> 00:04:45.710 students who studied MAP4C and overall 40% were at risk of not achieving their 00:04:45.710 --> 00:04:50.510 goals in their first semester mathematics courses. And also the other 00:04:50.510 --> 00:04:57.710 columns indicate that not only does the course impact their success but also the 00:04:57.710 --> 00:05:04.160 grade that they achieved in this course. So here you can see that if you achieved 00:05:04.160 --> 00:05:11.870 over 80% in MAP4C, you are more successful with 76.6% achieving good 00:05:11.870 --> 00:05:16.280 grades in their first semester college course. With grades from 70 to 79% 00:05:16.280 --> 00:05:23.419 in MAP4C, it dropped to 62.5% achieving good grades in their college 00:05:23.419 --> 00:05:30.430 math. And again with lower grades in MAP4C between 60 and 69%, only 00:05:30.430 --> 00:05:33.740 47.6 were achieving good grades in their 00:05:33.740 --> 00:05:37.520 college math courses. The same patterns were observed with other high school 00:05:37.520 --> 00:05:45.140 math courses. For example MCT4C and other college math or other courses that 00:05:45.140 --> 00:05:54.260 were prerequisites for for these programs. So if we look back earlier in a 00:05:54.260 --> 00:05:59.960 student's math journey to their grade 9 and 10 course selections, it is also 00:05:59.960 --> 00:06:05.510 related to their ultimate to their college achievement where students who 00:06:05.510 --> 00:06:09.980 take academic courses in both grades 9 and 10, which is the most common route, 00:06:09.980 --> 00:06:14.150 they have the highest level of achievement in college mathematics. 00:06:14.150 --> 00:06:20.030 For example, here from the chart you can see that those who were in academic achieved 00:06:20.030 --> 00:06:27.440 good grades at the rate of 76.2%. When you look at the students 00:06:27.440 --> 00:06:33.220 who take an applied course and then follow that up with an academic course, 00:06:33.220 --> 00:06:39.440 the 67.1% achieve good grades in their college courses. But the 00:06:39.440 --> 00:06:44.810 target group for this presentation really is the students who take grade 00:06:44.810 --> 00:06:52.030 9 and 10 applied, and you can see in the first column that they are almost at 00:06:52.030 --> 00:06:59.780 48% at risk of not achieving in their college math programs due to poor math 00:06:59.780 --> 00:07:12.020 skills. So if we look at the timeline, the project began in 2004 with the joint 00:07:12.020 --> 00:07:18.260 funding from the two ministries. In 2011 the ministries expanded their scope to 00:07:18.260 --> 00:07:23.060 include language as well as mathematics and some similar gaps were noticed as 00:07:23.060 --> 00:07:28.550 well in that data. So at that time the project went from College Math Project 00:07:28.550 --> 00:07:34.460 to being called the College Student Achievement Project. In 2013 two 00:07:34.460 --> 00:07:38.240 projects were launched, two partner projects and that was the Assessment 00:07:38.240 --> 00:07:43.070 Development Project - to develop a common math assessment for the college system, 00:07:43.070 --> 00:07:49.370 as well as a common learning outcomes project. In 2015 once the assessment was 00:07:49.370 --> 00:07:56.120 fully developed and field tested, Humber College launched a public RFP in order 00:07:56.120 --> 00:08:01.040 to find an implementation partner and Vretta was named the successful vendor. 00:08:01.040 --> 00:08:07.910 In 2016 the OCMT was implemented for post-secondary post admission placement 00:08:07.910 --> 00:08:14.540 testing and that was primarily tested at Humber College before being offered out 00:08:14.540 --> 00:08:22.040 to other colleges. In 2016 an award was granted to Humber, the Toronto Catholic 00:08:22.040 --> 00:08:27.290 District School Board, and Vretta under the Advancing Education Program to adapt 00:08:27.290 --> 00:08:32.360 the Ontario Colleges Math Test for that high-risk group, the grade 9 applied 00:08:32.360 --> 00:08:37.370 mathematics. In 2018 Addressing the Numeracy Gap, a final 00:08:37.370 --> 00:08:40.829 report from that award grant was published 00:08:40.829 --> 00:08:47.970 showing the results on research joining the EQAO scores with the final grades in 00:08:47.970 --> 00:08:54.502 math and correlating that to the OCMT usage. 00:08:54.502 --> 00:08:59.550 Okay, so thank you so much for that 00:08:59.550 --> 00:09:04.470 timeline summary there Emily. I'm just gonna take a moment to discuss the 00:09:04.470 --> 00:09:09.690 deployments at the college level as well as addressing the numeracy key gaps 00:09:09.690 --> 00:09:16.410 study that I had the pleasure of participating in. So in 2015 and 2016 00:09:16.410 --> 00:09:22.199 when the test was first deployed for post admissions, it was delivered through 00:09:22.199 --> 00:09:26.760 test centers in a proctored environment face-to-face and online through 00:09:26.760 --> 00:09:31.740 third-party proctoring systems and the results of the tests that students took 00:09:31.740 --> 00:09:36.899 would determine which first-year math course they took, whether it be you know 00:09:36.899 --> 00:09:40.860 4 teaching hours per week course, or 3 teaching our four-week course, or 00:09:40.860 --> 00:09:46.709 directed studies. The test was designed to take no longer than 60 minutes and it 00:09:46.709 --> 00:09:51.060 would include questions from all of the 9 foundational numeracy topics that 00:09:51.060 --> 00:09:57.660 were identified by the CSAP project. In addition to the post admission placement 00:09:57.660 --> 00:10:04.399 test, the OCMT was also deployed for apprenticeship programs as well as 00:10:04.399 --> 00:10:09.449 academic upgrading. In these environments it was also delivered in a proctored 00:10:09.449 --> 00:10:15.360 environment to diagnose those students and address their gaps and then they 00:10:15.360 --> 00:10:20.760 would work closely with the academic upgrading department to work through the 00:10:20.760 --> 00:10:25.139 CSAP modules and get that one-on-one support they needed for continued 00:10:25.139 --> 00:10:35.819 success. Also in 2016 I had the pleasure of being 00:10:35.819 --> 00:10:40.529 involved in the Advancing Education Program with funding through the 00:10:40.529 --> 00:10:45.720 Ontario Centres of Excellence to adapt the OCMT platform for students in 00:10:45.720 --> 00:10:52.769 grade 9 specifically applied mathematics. This deployment involved the TCDSB as 00:10:52.769 --> 00:10:56.610 well as Humber College and myself from Vretta. 00:10:56.610 --> 00:11:01.649 As mentioned before we were looking at using the upgrading modules as well as 00:11:01.649 --> 00:11:06.569 the assessments both as a diagnostic as well as a post-test or summative to 00:11:06.569 --> 00:11:11.490 assess that level of mastery. Data from this would be correlated with usage and 00:11:11.490 --> 00:11:17.100 the students would be tracked, the EQAO scores as well as their final grades in 00:11:17.100 --> 00:11:25.829 these mathematic courses. So here we can see the numeracy concepts covered within 00:11:25.829 --> 00:11:30.689 the secondary school system application. On the right here we have the 9 00:11:30.689 --> 00:11:35.279 different numeracy concepts covered in the tool. We have whole numbers, number 00:11:35.279 --> 00:11:41.550 sense, integers, decimals, fractions, ratios and proportions, percentages, algebra, as 00:11:41.550 --> 00:11:47.370 well as conversions. All of these areas, sorry these concepts, have their own 00:11:47.370 --> 00:11:51.569 diagnostic as well as upgrading modules tied to the diagnostic and then 00:11:51.569 --> 00:11:56.910 a cumulative summative test which would reassess the mastery. This platform was 00:11:56.910 --> 00:12:01.949 developed to be delivered through iOS devices and as you can see here this is 00:12:01.949 --> 00:12:10.679 what it would look like to a student accessing the system from a tablet. 00:12:10.679 --> 00:12:15.720 The three phases as I just briefly touched on there are to diagnose in a specific 00:12:15.720 --> 00:12:21.449 topic area, identify the skills that the student has potential gaps in before 00:12:21.449 --> 00:12:26.370 giving them targeted upgrading which would allow them to practice those 00:12:26.370 --> 00:12:31.709 concepts and achieve mastery in them, before reassessing the numeracy 00:12:31.709 --> 00:12:37.790 knowledge of that student and in the summative test at the end. 00:12:39.900 --> 00:12:45.390 First phase of this tool begins with the diagnostic assessment. The same 00:12:45.390 --> 00:12:51.450 assessment framework for the college system was followed in the OCMT app. 00:12:51.450 --> 00:12:56.640 It looked at those 9 foundational numeracy area topics and it also looked 00:12:56.640 --> 00:13:01.290 looks at the performance expectations for the broader goals in operating in 00:13:01.290 --> 00:13:10.080 mathematics. Those are A - Knowing, B - Applying, and C - Reasoning. Similar to 00:13:10.080 --> 00:13:16.410 the college assessment, all of these assessment items are given multiple ways 00:13:16.410 --> 00:13:20.550 of submitting answers in both multiple choice as well as written response types 00:13:20.550 --> 00:13:25.530 and all of these items were psychometrically validated as well as 00:13:25.530 --> 00:13:31.350 field tested. The diagnostic assessment is also designed to be unique for every 00:13:31.350 --> 00:13:36.390 test taker and equally representative of both the content in those nine 00:13:36.390 --> 00:13:43.260 foundational topics as well as you know equally representative of those three 00:13:43.260 --> 00:13:48.620 different performance expectations. The college system as we spoke about before 00:13:48.620 --> 00:13:54.630 was designed to be given in a proctored environment in 60 minutes and the 00:13:54.630 --> 00:13:59.340 diagnostic does follow that initially. However we found through adapting this 00:13:59.340 --> 00:14:07.890 for schools that one single diagnostic was taking too long for grade 9 00:14:07.890 --> 00:14:13.350 applied students. So during the project we adapted this assessment framework and 00:14:13.350 --> 00:14:17.610 we broke those nine different topic areas into distinct diagnostic 00:14:17.610 --> 00:14:23.190 assessments. The idea here was to make it long enough to diagnose those concepts 00:14:23.190 --> 00:14:28.500 sufficiently and to be given short enough within a single period of a 00:14:28.500 --> 00:14:38.910 mathematics course at secondary school typically 75 minutes. The upgrading 00:14:38.910 --> 00:14:44.880 modules take those nine foundational topics and they break down the larger 00:14:44.880 --> 00:14:49.350 concept based on those performance expectations and they really engage 00:14:49.350 --> 00:14:54.070 students into taking micro steps to work their way up to the larger 00:14:54.070 --> 00:15:00.010 concept. There's different interactions, little games you know activities for 00:15:00.010 --> 00:15:04.149 students to do. These are not static videos. They're really engaging to make 00:15:04.149 --> 00:15:09.820 students to help them master these concepts. And the goal here is to provide 00:15:09.820 --> 00:15:15.100 an individualized learning experience. So based on that diagnostic, students are 00:15:15.100 --> 00:15:19.149 only given the modules they have potential gaps that were identified by 00:15:19.149 --> 00:15:24.040 the diagnostic. So this lets your stronger students go through the app 00:15:24.040 --> 00:15:28.180 faster and it also gives that extra additional support to those students who 00:15:28.180 --> 00:15:33.510 are being identified by the diagnostic as having those potential gaps. 00:15:33.510 --> 00:15:40.120 Additionally the modules give the ability for differentiated learning. They 00:15:40.120 --> 00:15:43.810 can be assigned apart from the diagnostic by teachers for homework or 00:15:43.810 --> 00:15:49.890 they can be assigned in conjunction with the diagnostic as well as the summative. 00:15:49.890 --> 00:15:54.130 And this is something we're gonna look at some of the features later on of how 00:15:54.130 --> 00:15:59.490 to do this but it works very very well in the classroom. 00:16:03.630 --> 00:16:08.170 Following the targeted upgrading modules, the students unlock 00:16:08.170 --> 00:16:12.720 the summative assessment which would assess the level of mastery achieved 00:16:12.720 --> 00:16:18.279 from the diagnostic. The summative does follow all the same assessment framework 00:16:18.279 --> 00:16:23.649 and the idea here is just to cover the exact same performance expectations and 00:16:23.649 --> 00:16:29.740 ensure that the student is improving. The items are drawn from the same banks of 00:16:29.740 --> 00:16:34.709 questions ensuring that they are consistent and valid. 00:16:34.709 --> 00:16:39.160 However they are variants of the diagnostic so the assessments are still 00:16:39.160 --> 00:16:46.300 unique for each and every test taker. Now I'm going to quickly show you guys what 00:16:46.300 --> 00:16:51.490 these lessons look like. The upgrading modules are the part that gets students 00:16:51.490 --> 00:17:00.040 really excited about this tool. So here from inside the app, this is what a 00:17:00.040 --> 00:17:05.790 lesson would look like following the diagnostic on decimals. The student would 00:17:05.790 --> 00:17:10.390 Eric, Julie, and Janet's mom gave them 100 dollars for doing the gardening. 00:17:10.390 --> 00:17:14.380 They have to split the money evenly which means they need to divide 100 00:17:14.380 --> 00:17:19.120 dollars into three equal parts. They start splitting the money. First, 00:17:19.120 --> 00:17:28.780 they each take 33 dollars. They are left with one dollar. They split the dollar and each gets 33 00:17:28.780 --> 00:17:35.760 cents. 1 cent remains. Now what? How can they split a cent into equal parts? 00:17:35.760 --> 00:17:37.960 This is not possible since there is nothing with a 00:17:37.960 --> 00:17:42.460 value of less than one cent. So in talking about money, we always round the 00:17:42.460 --> 00:17:48.370 final amount to two decimal places. Sometimes we need to round numbers to 00:17:48.370 --> 00:17:55.480 more than just two decimal places. This is Janet. She is a stockbroker for a large financial company. Today she is overseeing 00:17:55.480 --> 00:18:01.059 the sales of shares of BIG hamburgers - a global fast food chain of restaurants. 00:18:01.059 --> 00:18:05.970 The price of each individual share is 3.5045 dollars. 00:18:05.970 --> 00:18:14.679 A client wants to buy 10 million shares of BIG. Janet calculates the total cost of the 00:18:14.679 --> 00:18:19.000 purchase. 10 million multiplied by 3.5045 dollars 00:18:19.000 --> 00:18:28.059 which comes to 35, 045, 000 dollars. Let's see what happens if Janet 00:18:28.059 --> 00:18:32.470 rounds the share price to 2 decimal places instead of 4. The share price 00:18:32.470 --> 00:18:38.350 becomes $3.50. The total cost for the purchase becomes 10 million multiplied 00:18:38.350 --> 00:18:44.020 by $3.50 which comes to 35 million dollars. 00:18:44.020 --> 00:18:48.789 The difference between the total using the real share price and the total using the 00:18:48.789 --> 00:18:54.880 rounded share price is $45,000. Had Janet rounded the share price to 2 decimal 00:18:54.880 --> 00:19:01.990 places when calculating the total, she would have lost her company a lot of money. Here we 00:19:01.990 --> 00:19:06.909 have a set of decimal numbers. Round these decimals to whole numbers by rounding to the 00:19:06.909 --> 00:19:15.309 ones place value. So as we can see here, the way these upgrading modules work is 00:19:15.309 --> 00:19:20.610 they introduce the concept and that question of so what and why in numeracy 00:19:20.610 --> 00:19:26.740 before moving on to these interactive components. Now again these are not just 00:19:26.740 --> 00:19:30.820 static videos. They do have these interactions where the student has to 00:19:30.820 --> 00:19:39.159 engage with the system. I'm just gonna get a few things wrong here. Don't judge 00:19:39.159 --> 00:19:43.710 me but I'm just showing you what the system does. So here's an example of 00:19:43.710 --> 00:19:50.890 embedded feedback for the student and they get another opportunity to complete 00:19:50.890 --> 00:19:55.830 the activity successfully. Now the idea behind here is to work them through 00:19:55.830 --> 00:20:01.179 multiply sorry progressively harder and harder tasks with those micro steps 00:20:01.179 --> 00:20:06.280 building up the larger concept of numeracy. Another thing I want to point 00:20:06.280 --> 00:20:09.087 out is the the tracking and captions at the bottom. 00:20:09.087 --> 00:20:11.679 Rounding is often required to communicate the 00:20:11.679 --> 00:20:16.000 result of financial calculations because many of them result in a large number of 00:20:16.000 --> 00:20:25.090 decimals when often all we need is two decimal places at the most. Round the 00:20:25.090 --> 00:20:29.580 following numbers to two decimal places. 00:20:29.850 --> 00:20:36.450 So again here is another component where the system is testing the student. 00:20:36.450 --> 00:20:40.680 On the bottom here there is a counter. There is a pre-built based on that diagnostic 00:20:40.680 --> 00:20:56.150 how many successive answers I need to get correctly before moving on. 00:20:56.150 --> 00:21:04.400 I got one wrong so the counter will reset. 00:21:20.400 --> 00:21:22.900 Now that I have successfully completed five attempts I can move to 00:21:22.900 --> 00:21:29.410 the next segment. This is essentially how most of the lessons work. I'm not going 00:21:29.410 --> 00:21:34.060 to go through all of them but I hope that you do sign up for a demo to have 00:21:34.060 --> 00:21:39.640 access to these rich embedded voice enabled upgrading modules. You can 00:21:39.640 --> 00:21:48.790 explore them as the teacher without completing the diagnostic. Here we have 00:21:48.790 --> 00:21:55.870 an example of the teacher dashboard of the app. You can see here that you have 00:21:55.870 --> 00:21:59.890 your students first name and last name. Obviously this is not real data. And it 00:21:59.890 --> 00:22:04.210 gives you that quick snapshot of performance of your individual students 00:22:04.210 --> 00:22:11.400 in each of the nine topic areas. Their diagnostics and their upgrading progress. 00:22:11.400 --> 00:22:16.330 From here you you also have the option to download the student reports in the 00:22:16.330 --> 00:22:21.400 third column from the right. This will provide an individual report for each 00:22:21.400 --> 00:22:27.310 student on those 9 foundational topic areas and you can also add students on 00:22:27.310 --> 00:22:35.320 the bottom. Let's take a look at some of the more in-depth features a 00:22:35.320 --> 00:22:43.780 teacher can also see when looking at students. After selecting an individual 00:22:43.780 --> 00:22:48.580 student name from your list, you have the option to download a student learning 00:22:48.580 --> 00:22:55.030 report. This will generate a PDF with a summation of the progress across that 00:22:55.030 --> 00:23:00.760 moment in time throughout the app. It will show you the time spent on the app as 00:23:00.760 --> 00:23:05.920 well as the number of assessments completed and progress through those 00:23:05.920 --> 00:23:10.660 nine foundational areas. These are sometimes used for reports to academic 00:23:10.660 --> 00:23:17.290 advising, parents of the students, or even the students themselves. In addition to 00:23:17.290 --> 00:23:22.540 this holistic learning report, you also have the ability to download the 00:23:22.540 --> 00:23:28.450 individual assessment reports. Here you can see the expected response alongside 00:23:28.450 --> 00:23:33.740 the submitted response. These are available for both the 00:23:33.740 --> 00:23:42.860 diagnostics as well as the summative on a student by student basis. Teachers also 00:23:42.860 --> 00:23:49.610 have access to an agenda which lets them assign specific modules or formative 00:23:49.610 --> 00:23:54.860 assessments for their students in class. They can select the open date as well as 00:23:54.860 --> 00:24:01.430 the close date as seen here for a number sense from Monday, September 9th to the 00:24:01.430 --> 00:24:07.640 16th just as an example. And you can set multiple agendas for individual students 00:24:07.640 --> 00:24:12.170 or multiple classes based on the diagnostic performance of each and every 00:24:12.170 --> 00:24:21.680 student. There's several different ways that the app can be accessed. Of course 00:24:21.680 --> 00:24:27.260 it was initially designed to be an iOS app. So it is on the App Store. Simply 00:24:27.260 --> 00:24:31.610 type in the OCMT High School Edition and it can be downloaded on any iOS 00:24:31.610 --> 00:24:38.270 device. It's also accessible through a browser on the laptop or desktop or even 00:24:38.270 --> 00:24:45.560 a Chromebook. Simply go to mathematic without vowels - that's mthmtc.vretta.com/ocmt 00:24:45.560 --> 00:24:53.180 and either sign up or enter your login credentials. Again I just want 00:24:53.180 --> 00:24:59.000 to quickly mention, it was initially designed for iPads. It is now fully 00:24:59.000 --> 00:25:03.890 mobile compatible as well which does give it a better extension beyond the 00:25:03.890 --> 00:25:08.540 classroom. I have first-hand experience watching a student complete a diagnostic 00:25:08.540 --> 00:25:12.500 in a class after the teacher introduced the app and following the end of the 00:25:12.500 --> 00:25:17.180 period, I saw students pick up their phones right away, in between you know 00:25:17.180 --> 00:25:21.830 one class to the next, complete their upgrading modules, which was really cool 00:25:21.830 --> 00:25:29.210 to see and impactful. After downloading the app or accessing it through a web 00:25:29.210 --> 00:25:32.900 browser, students can simply create their new account, 00:25:32.900 --> 00:25:39.260 enter their class code, their name, select their own username and password, and join 00:25:39.260 --> 00:25:43.390 the class. It's that simple. 00:25:48.230 --> 00:25:53.130 When students are active within the class, if they have no immediate 00:25:53.130 --> 00:25:59.370 assignments from an agenda or their teacher, they are able to select modules 00:25:59.370 --> 00:26:05.760 from the left, and begin selecting their individual diagnostics. Now if they 00:26:05.760 --> 00:26:12.529 access this from a mobile device, they will land on those nine topic areas and 00:26:12.529 --> 00:26:17.580 they can select the individual diagnostics from that way if they don't 00:26:17.580 --> 00:26:24.090 have an assignment or are prompted for a specific assessment. Once they complete a 00:26:24.090 --> 00:26:29.370 diagnostic, it will open up this sort of timeline that you see here in the second 00:26:29.370 --> 00:26:34.139 window, directing them to the individual modules they need to move through 00:26:34.139 --> 00:26:39.690 completion based on their score, you know some students will have more or less 00:26:39.690 --> 00:26:47.519 modules to complete. After completing the diagnostic assessment, students will be 00:26:47.519 --> 00:26:52.380 given access to only the modules they need to complete based on that 00:26:52.380 --> 00:26:58.500 diagnostic. On the bottom here you can see an example where the student tested 00:26:58.500 --> 00:27:04.019 out of the place value module, however they have to complete reading and 00:27:04.019 --> 00:27:07.950 writing numbers, as well as rounding before unlocking these summative 00:27:07.950 --> 00:27:13.409 assessment. These modules are what I demoed earlier. They're rich interactive 00:27:13.409 --> 00:27:19.440 and voice-enabled and the goal here is to go through those mathematical 00:27:19.440 --> 00:27:28.760 concepts and really work their way to mastery. So that concludes 00:27:28.760 --> 00:27:35.330 tour of the OCMT app for secondary students. I'm now going to pass off to 00:27:35.330 --> 00:27:41.090 Emily Brown to talk about the results and analysis of the data that came from 00:27:41.090 --> 00:27:44.100 that research project. 00:27:44.100 --> 00:27:53.480 Thanks James. When we look at student performance across 00:27:53.480 --> 00:28:00.380 the nine modules in the framework, we see a steady increase generally when 00:28:00.380 --> 00:28:04.790 between when students took the diagnostic assessment and then completed 00:28:04.790 --> 00:28:09.650 the remediation modules to how they achieved in the summative assessment. 00:28:09.650 --> 00:28:16.270 You can see a steady increase in all of the modules except for a slight slight less 00:28:16.270 --> 00:28:21.100 achievement across the fractions module. 00:28:23.200 --> 00:28:27.920 Here we took the aggregate data of students and looked at their final 00:28:27.920 --> 00:28:34.430 grades in their grade 9 applied math course as well as their EQAO scores from 00:28:34.430 --> 00:28:38.840 that year, and we can see that those students who completed all of the 00:28:38.840 --> 00:28:44.690 remediation modules did far better and had far better grades in the course than 00:28:44.690 --> 00:28:49.940 those students who completed some of the recommended modules, and again compared 00:28:49.940 --> 00:28:56.360 compared to the students who completed none, who achieved a average final grade of 55.8% 00:28:56.360 --> 00:29:05.930 and a far lower EQAO score. Here we compare the trends 00:29:05.930 --> 00:29:12.440 that were occurring with the EQAO scores for grade 9 applied math where there was 00:29:12.440 --> 00:29:21.170 a steady and consistent decline until the OCMT remediation was implemented 00:29:21.170 --> 00:29:25.820 and that year and following we're at least seeing a change in the trend in 00:29:25.820 --> 00:29:30.220 the trend with some steady increases. 00:29:33.700 --> 00:29:41.419 So thank you very much for attending this virtual presentation. For access to 00:29:41.419 --> 00:29:47.750 this OCMT app, please email at the email address provided here and for any 00:29:47.750 --> 00:29:54.702 questions or further information, you can contact me and James. 00:29:54.702 --> 00:29:57.350 Thank you so much Emily. 00:29:57.350 --> 00:30:02.890 Thank you James. Thanks everyone. Take care.