Week 1 facilitator overview
Audience: seniors who have not yet met the TSIA2 Math benchmark. Facilitators: math teachers. Length: five 30-minute advisory meetings, adaptable across calendar weeks.
Purpose
Build confidence with quantities, proportional reasoning, equations, and linear relationships. The selected focus is narrow enough to teach and revisit within a week. These sessions do not cover the whole assessment, and a strong weekly check is not evidence of official TSIA2 completion.
| Day | Observable goal | Independent evidence |
|---|---|---|
| 1 | Distinguish a percent amount, a final amount, and percent change | Two exit items |
| 2 | Solve an equation and verify it by substitution | Two exit items |
| 3 | Find and interpret slope and an initial value | Two exit items |
| 4 | Compare two linear cost models using equal quantities | Two exit items |
| 5 | Apply the week’s ideas independently | 10-item mixed check |
Daily routine
Provide scrap paper or the printed packet. Use retrieval privately before a class discussion. Model the lesson examples, then work the two guided questions with students. During the four practice problems, ask students to show a setup before allowing calculator checks. Keep exit tickets independent: no hints or worked examples until first attempts have been collected. If a student needs support, record it and still provide the support.
Read all context and units aloud as needed; support access without telling students which operation to perform on the independent evidence. Use established accommodations. Avoid public rankings or labeling students by their locator code.
Local instructional rules
These are planning rules, not validated mastery thresholds or TSIA2 cut scores:
- Daily exit 0/2: reteach with a concrete example, then try a new parallel problem.
- Daily exit 1/2: conference on the missed skill and check again on another day.
- Daily exit 2/2: continue, with a later retrieval item to check retention.
- Weekly check: examine errors by skill rather than using one total to assign readiness.
The tracking template has no student data. Store completed copies in a school-approved location outside GitHub. Use an existing school identifier locally instead of public student names.
After the pilot
Note actual completion time, confusing wording, item-level mistakes, and teacher adaptations. Do not infer learning growth by comparing the two daily retrieval questions with the larger weekly check: those are not equivalent forms. Repeat selected skills on a later parallel check before treating them as retained.