Algebra 1 is the biggest barrier to high school graduation. Navigate Math’s personalized approach builds foundational skills for Algebra success and beyond.
Backfills 2nd-8th grade math skills. Empowers students by helping them solidify math foundations & develop ownership of their learning.
Allows for tailored implementation models based on student and teacher readiness.
Slowly transitions learning from teacher- to student- directed.
Enhances the role of the teacher with robust real-time data and research-based learning tools to successfully differentiate their teaching and coaching.
Together, Gooru and Leadership Public Schools are invested in making sure that teaching practices guide technology, and that student outcomes are at the heart of our design. The result is an approach that is aligned with teacher needs and practices, putting instruction first and technology second. Check out these articles which feature our partnership to co-design edtech, and highlights this approach.Read the case study from Christensen Institute
--Laurie Ellis, math teacher at Leadership Public Schools
In 2011, Mike Fauteux was a veteran math teacher at Leadership Public Schools, where 80% of 9th grade students enter with math abilities ranging from 2nd-7th grade. To backfill these missing skills, Mike designed a companion class to Algebra. The gains he saw from more personalized, intensive support were tremendous. To scale this approach, Mike programmed a spreadsheet system that helped students attain mastery on a continuum of math skills. The result was a powerful combination of direct instruction, self-paced resources, real-time assessments, and features to build growth mindset and collaboration. Other teachers at Leadership Public Schools began using the pre-algebra approach with the same successful results, whether they were veteran teachers or first-year interns.
Students in the Navigate Math program at Leadership Public Schools have gained an average of 2.8 math grade levels per year, as measured by the NWEA MAP.
At LPS, teachers had more time for targeted support, assessment, and prep. Students’ understanding soared, they took meaningful ownership of their learning, and they were on track to move from elementary proficiency to college readiness by graduation.