Getting Ready for Day 1

Everyone plans differently! But no matter what, plan to play.

Research by several independent organizations has found:

ALL students benefit from ST Math
The more students play, the better the results but every minute is beneficial.

In general, you'll need to think about

Ensuring your class is set up correctly in ST Math.
You have a plan to get students playing regularly.
If necessary, you've decided how to introduce ST Math and how to log in to your students.
You've made a plan to come back to the Academy to learn how best to support your students and monitor their progress (and more!).

If you prefer to plan ahead and write everything down, use the Planning Forms (links to the fillable PDFs are below) that includes Planning Your Implementation and Planning Your Introduction.

If you prefer a more general picture of things to consider, take a look at the checklists at the bottom of the page and go for it!

And don't forget your students' families!

They will likely be curious about ST Math. Provide this link bit.ly/welcome_stmath which will introduce them to ST Math, give them some tips on helping their student, and let them play some games. Try it for yourself here:

How Will You Be Using ST Math?

To use ST Math, your students will need an internet enabled computer or one of the more popular tablets. (For a complete list of supported devices, see the Technical Requirements.)

How those devices will be used will depend on your particular situation. We have, however, learned some things about best practices for each of the models.

Computer Lab

What to Consider	Scheduling Tips
The teacher/facilitator should circulate throughout the computer lab during ST Math time. If possible, face all computer screens toward the center of the room or where it’s easy to walk past and see how students are doing. Post Learning Cycle posters. Curate a “JiJi’s Toolbox” in the computer lab where students can access manipulatives, whiteboards, game mats, and other resources that will help them through ST Math. (In the computer lab, this toolbox should span grade levels.) If the classroom teacher is not the computer lab facilitator, consider how the lab facilitator will be trained in ST Math. Determine how lab facilitators will check in with teachers to share student success and challenge stories. The classroom teacher (or whoever is responsible for teaching math) should be present for at least part of the student’s weekly ST Math time. Computer lab time might be just one part of how students get their weekly minutes. If students are spending part of their ST Math time in the computer lab and another part in classroom, how do you ensure continuity? Is there a math journal, progress chart, or folder that students can carry to the lab?	Create a weekly master schedule so that lab time is consistent. Consider running ST Math time as one of your school’s electives. Some schools call this “JiJi’s Workshop.” Make sure that expectations are clearly delineated for when students will work on ST Math vs. other computer lab activities. Consider what proportion of your scheduled ST Math time will take place in the computer lab.

Small Group Intervention

What to Consider	Scheduling Tips
How will teachers who work with students in the classroom or in a resource room will be trained and supported? Consider including paraprofessional and support staff in ST Math Professional Learning. Determine how teachers will communicate student accomplishments. Small group time might be just one part of how students get their weekly minutes. If students are spending part of their ST Math time in the computer lab and another part in classroom, how do you ensure continuity? Is there a math journal, progress chart, or folder that students can carry to the lab?	Consider how often you can build 1:1 ST Math “conferences” with all students into your routine. Use 1:1 ST Math conference time to discuss weekly/monthly/term goals with students and to review their math journals.

Rotation

What to Consider	Scheduling Tips
Consider placing the teacher desk/small group instruction station in a location that allows monitoring of all stations in the room. Face all computer screens towards the teacher (if using tablets: cases with stands allow screens to “stand up” and face the teacher). Display motivation/celebration charts in the room for easy reference and updating (e.g., stickers for meeting goals). Use computer station seating charts to ensure student focus. Post rotation schedule to ensure students are prepared and aware of expectations. A teacher-led station provides a chance for teachers to allow a group of students to solve a puzzle or to model the use of tools.	Adhere to a predetermined rotation schedule. For example: 90 minute math block: 15 minute whole group instruction, three 25 minute stations, four stations per classroom (students visit 3 stations per day with choice time on Fridays or computer lab time on Fridays) allowing for three 25 minute computer station sessions plus flex time on Friday. A sample schedule from an ST Math school..: 25-30 Kindergarten students participate in the ST Math program for 60 minutes per week, split across two days (30 minutes each of the two days) in a “Station Rotation” model math block. The math block will be 90 minutes long, broken into 3 sections, during which students will be working on ST MATH as well as participating in a variety of other math activities (such as whole group instruction, small group instruction, math projects, problem solving communities, or independent math “centers”). Students will be broken into 4 or 5 groups (depending on actual class size) with 4-6 students in each group. Groups 1 and 2 will participate in ST Math on Mondays and Wednesdays (for 30 minutes per session), while groups 3 & 4 will see JiJi on Tuesdays and Thursdays, for 30 minutes each time. On weeks when students miss a Monday, or in the case of student absences, etc, students will have the opportunity to make-up their ST MATH time on Fridays.

What to Consider

Scheduling Tips

Consider placing the teacher desk/small group instruction station in a location that allows monitoring of all stations in the room.
Face all computer screens towards the teacher (if using tablets: cases with stands allow screens to “stand up” and face the teacher).
Display motivation/celebration charts in the room for easy reference and updating (e.g., stickers for meeting goals).
Use computer station seating charts to ensure student focus.
Post rotation schedule to ensure students are prepared and aware of expectations.
A teacher-led station provides a chance for teachers to allow a group of students to solve a puzzle or to model the use of tools.

Adhere to a predetermined rotation schedule.
For example: 90 minute math block: 15 minute whole group instruction, three 25 minute stations, four stations per classroom (students visit 3 stations per day with choice time on Fridays or computer lab time on Fridays) allowing for three 25 minute computer station sessions plus flex time on Friday.

A sample schedule from an ST Math school..:

25-30 Kindergarten students participate in the ST Math program for 60 minutes per week, split across two days (30 minutes each of the two days) in a “Station Rotation” model math block.
The math block will be 90 minutes long, broken into 3 sections, during which students will be working on ST MATH as well as participating in a variety of other math activities (such as whole group instruction, small group instruction, math projects, problem solving communities, or independent math “centers”).
Students will be broken into 4 or 5 groups (depending on actual class size) with 4-6 students in each group.
Groups 1 and 2 will participate in ST Math on Mondays and Wednesdays (for 30 minutes per session), while groups 3 & 4 will see JiJi on Tuesdays and Thursdays, for 30 minutes each time.
On weeks when students miss a Monday, or in the case of student absences, etc, students will have the opportunity to make-up their ST MATH time on Fridays.

Whole Class

What to Consider
Consider seating flexibility in your classroom. Some students like to sit at a desk, others on the floor during ST Math time. Curate a “JiJi’s Toolbox” where students can access manipulatives, whiteboards, game mats, and other resources that will help them through ST Math. In your classroom, JiJi’s Toolbox can be customized to your students. Give your students a leading role in requesting/naming the materials that would be most helpful to them. Make it a routine that students set daily and weekly goals. How many puzzles will they try to complete this week? When will they finish their next Objective?

Remote Learning

What to Consider	Scheduling Tips
When there are fewer students on a video call, there is more space for math discourse. When you plan a remote learning experience, think about whether the lesson is discussion-based or if it involves more listening to the teacher. This will inform whether it’s best to invite a small group or your whole class. When planning small-group lessons, use your data to see which students are working on the same Objective.	Use in-person time and small group video-chat lessons as a opportunities to help students learn about perseverance, productive struggle, and self-monitoring so that they can be better prepared to work on ST Math during independent time. Provide videos: Are there ways that you flip the classroom by providing video Puzzle Talks or facilitation modeling for your students?

How Much and How Often Should Students Play?

Here's What You'll Need To Do On Day 1

On (or before) Day 1, there are just two things you need to do before students can start playing.

Introduce ST Math and the Picture Password, if necessary. (See the next module for all sorts of cool tools to use!)
Create a class and add students to your class.

If your students are new to ST Math and the Picture Password, the ideas that they'll be learning a 13-picture password easily and will be playing math games that don't have instructions but do have a penguin may be a little surprising. An introduction to the program will ensure that your students will be curious and ready to begin. There are some ideas and resources for introducing the program and the password in the next module.

The second step is to create a class and add students. To create a class, go to your My Classes page and click the Add button. Name your class and set the Journey grade level.

There are several ways to add students to your class.

Invitation code

This works for both new and returning students.
You create the code and students either enter the code at play.stmath.com OR you can provide them a link that takes them directly to your class's sign-in page.
The Invitation Code can be set to expire anywhere from immediately to one week.
Be sure students only use the Invitation Code one time to avoid creating multiple accounts.

Another Way to Add Students - Import Existing

If your students are returning to ST Math, you can type their names and then choose the correct student from the list of students with accounts at your school.
If a student isn't listed and remembers their password, use an Invitation Code.
If a student isn't listed and doesn't remember their password, they'll need to be added as a new student (use the Invitation Code).

Important! Students will need between 15 and 30 minutes to complete Password Training. It is best if they complete password training before signing out.

Sign in to your account at play.stmath.com. If you don't have classes on your My Classes page, click the Add button. You can create more than one if you wish.