The SuccessMaker authorship team includes some of the world’s most distinguished math and literacy scholars. They’re idea makers and influencers in education. Together they ground SuccessMaker in best practices and next-generation standards. This is the team that will help your students on the path to progress.
Dr. Milou is a Professor in the Department of Mathematics at Rowan University. He is an expert on using technology to increase student engagement and mathematical understanding and a leading authority on three-act tasks and mathematical modeling. Dr. Milou was a member of the National Council of Teachers of Mathematics (NCTM) Feedback/Advisory Team for the Common Core State Standards. His publications include Teaching Mathematics to Middle School Students.
Too often, rather than making sense of mathematical ideas, students focus on remembering procedures or tricks. For example, how many students learn ‘flip and multiply’ to divide fractions but have no idea why it works? SuccessMaker provides students with multiple opportunities to connect their work to mathematic concepts. Mixed content presentations support students’ efforts to recognize and understand how ideas interconnect and build on one another to produce a coherent whole. These consistent connections empower students to confidently understand and achieve math mastery!
Dr. Hiebert is president and CEO of TextProject, Inc. She has worked in the field of early reading acquisition for 40 years, addressing ways of supporting students who depend on schools to become literate. Dr. Hiebert was instrumental in the development of the text complexity strand of the Common Core State Standards. Her publications include Finding the Right Texts: What Works for Beginning and Struggling Readers.
The biggest problem for the majority of students is that they don’t recognize core words in school texts automatically. SuccessMaker has built onto its already strong vocabulary base the addition of academic vocabulary lessons. Base words are taught directly. Then a three-pronged instructional approach integrates the use of context, morphology, and meaning relationships to strengthen and broaden students’ ability to recognize words. Then students actually read text with the base words and derivations—texts across different genre and content areas. This well-designed vocabulary instruction sets students up for success!
Dr. Vaughn is the Manuel J. Justiz Endowed Chair in Education and executive director of The Meadows Center for Preventing Educational Risk at The University of Texas at Austin. She leads several initiatives and has published more than 35 books and 250 peer-reviewed research articles related to learning problems. Her publications include Research-Based Methods of Reading Instruction, Grades K-3; Teaching Reading Comprehension to Students with Learning Difficulties; and RTI in the Common Core Classroom: A Framework for Instruction and Assessment.
