Live WebEx Training Sessions:

Training and Demonstration Sessions Available Daily:
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Pre-Recorded Trainings:

Registering and Authorizing New Students
A step-by-step guide of how to register and authorize a new student in ALEKS.
Total Time: 5 min 49

Using the Content Editor
Guided overview of how to use the content editor to add or remove subtopics.
Total Time: 1 min 36

AYP Report
Guided overview of how to access, read, and comment on your school AYP report.
Total Time: 2 min 20

More Pre-Recorded Trainings

Ken Petlock, Teacher
I just completed my third year using ALEKS as a vital component to mathematics instruction for middle and high school math courses. ALEKS provides a revolutionary pathway for students and teachers to travel down. This amazing technology tool has completely changed how I approach teaching mathematics and enables me to provide a robust learning environment.

Implementation

What challenges did the class or school face in math prior to using ALEKS?
Upon arrival into a temporary teaching assignment several months into the school year, half of my approximately 80 math students were receiving a failing grade on their first progress reports. Acceptance and interest in ALEKS began to build as evidence of student interest, motivation, and achievement began to emerge. Further evidence of student learning and achievement also emerged at the end of the school year when students who had used ALEKS scored significantly higher on an Algebra readiness test.

How did you implement ALEKS?
ALEKS has completely changed my approach to mathematics instruction. ALEKS has the ability to provide an ongoing Individualized Education Plan for each student (this is useful for all students — both within and outside of special education). I use ALEKS assessments to identify what a student is ready to learn and then focus on moving the student forward from that point. I continue to use ongoing assessments to evaluate current student progress and to steer instruction.

Grading

How do you incorporate ALEKS into your grading system?
ALEKS assessments are 60% of the grade, progress in the Learning Mode is 20%, and traditional assignments are 20%.

Do you require students to make regular amounts of progress in ALEKS? If so, how is this progress measured and what is the amount of progress that they are responsible for completing?
I link assessment progress to the school year. For example students are assigned the goal of completing 25% of the ALEKS course by the first quarter and 50% of the course by the end of the 1st semester, and so on. However, at year's end I have used 80% as my end of year completion goal. Students are not advised of this until nearly the end of the year. So for grading purposes, if a student has completed 45% of the course at the end of the first semester, I create an assignment in my grade program for 50 points and enter 45 points for the students' grade.

I also assign students the task of mastering 3 topics per class day for each day they have access to the computer in class. For each grading period I add up the days students have access to the computer in class and use this number as the assignment for the number of topics to learn in the Learning Mode per day. Because the two courses I used had about 300 topics, 1% roughly equals 3 topics which is my per day assignment. I can then use the green number on the ALEKS performance graph as the number of topics learned by the student for that grading period.

Learning Outcomes

Since using ALEKS, please describe the learning outcomes or progress you have seen?
My three classes of 8th graders were among the lowest performing students during their 7th grade year. However, through systematic use of ALEKS during their 8th grade year, my students went from being well below the district, county, and state averages on the California Standards test in 7th grade to being well above these averages in 8th grade. For example, only 22% of my students scored proficient or higher in 7th grade, which was 17 percentage points below the number statewide. However, after using ALEKS for a year, 44% of my students scored proficient or higher in 8th grade, which was 12 percentage points above the number statewide.

As exciting as these numbers are, they don't compare to the excitement that occurs almost daily when students spontaneously exclaim "Yes!" when they master a topic. It is in those "Yes!" moments that students achieve not only the mastery of that particular skill, but also a confidence that continues to grow as they daily learn math skills at a deep level of understanding. The numbers also don't compare to a newfound excitement and enjoyment I am able to experience as a teacher when I can finally point to an approach to mathematics instruction that works great for not only the bright students, but for all ability groups. ALEKS does a marvelous job of reintroducing the fun factor to the vast majority of my students while simultaneously building a solid framework of mathematical skills mastery and knowledge.

Innovative Learning Conference (ILC) - Booth #401
October 14 - 16, San Jose, CA
For more information, visit: ILC

National Council of Teachers of Mathematics Regional (NCTM) - Booth #504
October 15 - 17, Cleveland, OH
For more information, visit: NCTM

Illinois Council of Teachers of Mathematics (ICTM) - Booth #406
October 16 - 17, Peoria, IL
For more information, visit: ICTM

Utah Education Association (UEA) - Booth #603
October 16 - 17, Sandy, UT
For more information, visit: UEA

Florida Council of Teachers of Mathematics (FCTM) - Booth #100
October 16 - 18, Jacksonville, FL
For more information, visit: FCTM

Share Your ALEKS Success Story!

Congratulations to Mr. Ken Petlock of Ishi Hills Middle School in Oroville, CA, winner of the Spring/Summer drawing! If you have an ALEKS implementation strategy like Ken (see implementation strategy above), please share your strategy and you will be entered in our quarterly drawing* for a chance to receive an iPod Nano! Our Fall winner will be announced in the Winter 2008 eNewsletter.