The biggest stumbling block to graduation for most students is their failure of math. One reason for this failure could have been a student was not in class when a lesson covering square roots was discussed. As a result, when it came time to use the Pythagorean Theorem, they were at a loss as to how to proceed because the computation to determine the lengths of the sides of a triangle requires an understanding of this function. As a result, many hard working at-risk and mainstream students simply gave up and decided they could never do math because it was too hard to grasp. In some cases, a student even decided to go one step further and dropped out of school simply because he had never been taught to perform a simple arithmetic operation. SHAME, SHAME! Had they been using STATIS, this would have never occurred.

Failure to achieve success in math is well understood by students as even the word "Math" makes them fear even to come to class. We looked for a number of ways to erase this fear and finally found a solution that we entitled "Cyclical instruction" that guaranteed math success. This process is not new to any teacher, however, what we did was to automate it for use within traditional mainstream classrooms, at-risk programs, and during home study.


In the example of the following screen shot, a teacher has opened the unit 1, lesson 1 video based lesson and its associated formative assessment test. Students can access this video from their own BYOD or school supplied computers. In addition, the video can be displayed on an electronic whiteboard for simultaneous viewing by the entire class. After viewing the videos, students are administered a formative assessment test. The collective results for this test covering Unit 1, Lesson 1 are shown in yellow (a collective score of 67%). The individual scores of the three students who took the test are shown in yellow (2 students) and red (1 student) next to their names on the left.

By clicking on the collective score of 67 (shown in yellow on the example below, a teacher can see the individual results of each student for each of the 10 questions in the test. Teachers use this data to administer live remedial instruction. Upon completion of this instruction, the teacher opens and deliver a second diagnostic assessment test to those students who failed the initial test. Students who passed the initial assessment move forward in the curriculum to view the next video based lesson. This assessment and teacher led remediation is repeated as many times as necessary to ensure that every student has passed the test. This usually occurs after no more than two or three cycles. As the student's results improve, the colors denoting this success will change from red or yellow to green on both this report and the principal's and teacher's EIS reporting system.

Incidentally, students can take control of their own academics because they can work independently to review a lesson not taught yet. For example, a lesson to be delivered tomorrow by a teacher can be made available to students in advance so that they can be partially prepared when they enter the classroom. We do not need to tell you that a better prepared student needs far less remediation and is more easily able to grasp the content.

What should be obvious is that teachers do not have to create lessons or tests, nor do they have to diagnose or grade papers. Targeted remedial instruction is available for use and delivered in the classroom by the teacher. The combination of videos plus teacher-led remedial instruction has shown to be the most effective way to increase student performance.


Within our response, we will show how the use of our real-time Executive Information and Reporting System provides academic oversight to principals and teachers never before available to them. Its use will also enable principals to have a positive impact on the academic program of both teachers and students. It will even enable a school's principal to provide such effective instructional advice to their teachers that their leadership role in the school will be substantially enhanced with minimal effort by them. Sounds impossible, but we can quickly demonstrate how this feature is easily applied by them.

The following reports show the individual real-time reports provided by the STATIS Executive Information System. They enable teachers and supervisory personnel to view real-time, up-to-date reports that clearly shows the academic status of every school by creating a composite set of bar charts that contain the averages for every subject and student taught in that school for Math, English, Science, and Social studies. By clicking on a school name, the user can see the individual composite score for all Math (later we will provide subjects for English, Science, and Social Studies for all grade levels. Additional drop down boxed will show similar bar charts for all teachers and students.