• Integrated Math 1 Lab

    The Integrated Math 1 (IM 1) Lab was designed to narrow student learning gap and support the development of student skills in (a) Concepts and procedures – students apply mathematical concepts and procedures; (b) Problem-solving and modeling/data analysis – students use appropriate tools and strategies to solve real-world and mathematical problems; and (c) Communicate reasoning – students demonstrate the ability to support mathematical conclusions. 

    This course also serves as a support class for Integrated Math 1 (IM1). The primary functions of the course are to develop a deeper understanding, strengthen reasoning and analytical skills and support conceptual and mathematical foundations to accelerate and expand academic language and content in mathematics. Students in IM 1 Lab must also be enrolled in IM 1 (regular) with the same instructor if possible. This course follows a specific curriculum for Intervention that supports the Integrated Math 1 core curriculum and will focus on various targeted mathematical concepts and skills.

    Teachers must implement tiered instruction/intervention during Integrated Math 1 Lab instructional time. The instructional focus for students with Quantile score of 200-500 will be 3rd to 5th-grade level focus standards, while students with Quantile score of 501-800 will be 6th to 8th-grade level focus standards. (See Curricular Map and Instructional Focus for Intervention Matrix).

    What CSG? Collaborative Study Group

    • CSGs are small-group student-centered tutorial groups where students identify specific questions or concepts from content area courses and collaborate to deepen their understanding through inquiry and guided questioning. They can best be understood as AVID Tutorials in content area courses.
    • The EMUHSD CSG model calls for each participating section to dedicate one full period a week for CSG implementation.
    • On each CSG day, the section should be supported by 2-4 content area tutors. These tutors will serve in a similar capacity to AVID Tutors in AVID Elective Courses during Tutorials.
    • The CSG process is highly structured and involves pre-, during-, and post-tasks for students, tutors, and teachers. This process will be outlined in more detail in Section II Process Breakdown.
    • Some sections use CSGs in conjunction with ALEKS. RHS is currently piloting a 3-rotation model (on only the CSG day), where one group participates in CSGs, one group has small group instruction with the teacher, and one group uses ALEKS. These groups rotate every 20-minutes.


    Assessment and LEarning in Knowledge Spaces is a Web-based, artificially intelligent assessment and learning system.ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course.

    • ALEKS is a ground-breaking technology developed from research at New York University and the University of California, Irvine, by a team of software engineers, mathematicians, and cognitive scientists with the support of a multi-million-dollar grant from the National Science Foundation. ALEKS is fundamentally different from previous educational software. At the heart of ALEKS is an artificial intelligence engine that assesses each student individually and continuously.
    • ALEKS is based upon original theoretical work in a field of study called "Knowledge Space Theory." Work in Knowledge Space Theory was begun in the early 1980s by Dr. Jean-Claude Falmagne, an internationally renowned mathematician and Professor of Cognitive Sciences who is the Chairman and founder of ALEKS Corporation.
    • The most important feature of ALEKS is that ALEKS uses artificial intelligence (AI) to map the details of each student's knowledge. ALEKS "knows," at each moment, with respect to each individual topic, whether each individual student has mastered the topic. If not, ALEKS knows whether the student is ready to learn the topic at that moment. ALEKS uses this knowledge to make learning more efficient and effective by continuously offering the student a selection of only the topics she is ready to learn right now. This builds student confidence and learning momentum.