Zearn Math builds on-ramps to grade-level content and remediation support into all parts of students’ core instructional learning. The classroom model also incorporates a weekly Flex Day that creates dedicated time teachers can use to further differentiate instruction and meet student needs as well as administer paper-based assessments at the midpoint and end of each Mission.
During Flex Day or other flexible math block time (e.g., WIN, RTI), students should work on content directly related to their core grade-level learning. This type of strategic support, unlike disconnected off grade-level work, is the most effective way to help all students access and extend their grade-level math learning. Zearn Math provides teachers with Class Reports that can inform Flex Day planning and curricular materials that teachers can draw from to support and enrich student learning.
Zearn Math recommends the following remediation options for Flex Day or any other flexible math block time (e.g., WIN, RTI).
Additional Independent Digital Lesson Time
Students need to complete four Independent Digital Lessons each week in order to finish all grade-level content during the academic year. Some students may need longer than the recommended minimum 120 minutes of digital time during core instruction to meet this goal. These students can use time on Flex Day to work on their software-based lessons and continue learning grade-level content at their own pace, supported by on-ramps and embedded remediation. These supports include Number Gym, individually adaptive fluency experiences that help students strengthen foundational number sense, and Boosts, personalized remediation paths that precisely address student misconceptions as they problem solve. To identify which students need additional digital time to meet learning goals, teachers should check the Pace Report to see how many lessons students have completed each week.
Additional Small-Group Instruction Time
Flex Days provide teachers with time they can use to lead targeted mini-lessons addressing specific grade-level areas where students need extra support. During these mini-lessons, students can re-engage with the content they are learning during core instructional time, with opportunities to explore new problems, model their thinking with concrete manipulatives, discuss strategies with classmates, and receive direct feedback from their teacher. Zearn Math materials for Small Group Lessons highlight extra problems, tied directly to students’ grade- level learning, that teachers can use during this flexible time. These problems are denoted by a green apple in the teacher materials and marked “Optional for Flex Day.” To identify which students may benefit from extra practice with a specific math idea, teachers should check the Tower Alerts Report each week.
Foundational Missions for Areas of Unfinished Learning
Zearn Math recommends students with significant areas of unfinished learning spend flexible math time or other specific intervention time working on earlier content that is directly tied to core grade-level learning. For each Mission of the curriculum, Zearn Math highlights Foundational Missions that point teachers to the specific earlier content areas where grade-level concepts are introduced and developed. Zearn Math does not offer a diagnostic test to identify specific intervention areas for students; rather, students should work on the Foundational Mission tied to their current grade-level work. For students with areas of unfinished learning from prior grades, Foundational Missions can provide essential bridges to the content students are learning during core instructional time.
Visit our Foundational Mission article to learn more about accessing the correct Foundational Missions and establishing systems that support students as they work on earlier content outside of core instructional time.
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