Cold Reality
You are a coach (a parent who wants to help your child, a teacher or an independent tutor), so here is the cold reality we have found after over 10 years of using this product and it's variations on over 3000 students.

You can lead a student to a tool, but you can't make them use it.

The facts are that:

Depressing, isn't it?

The fact that you are even reading this shows that you are interested in being a coach. You are here because you understand that technology, properly applied and leveraged, can help a student get past certain roadblocks. When it comes to math, that is where CETP and EduCAD-ST apply.

So here is high level description of how HSCETP works. We want you to know so you will understand how the system does what it does. We need you to know so you will believe in it, just like we do.

In CETP we have developed a breakdown of math concepts. Every problem in math above simple addition, subtraction, multiplication and division is a higher level concept that is built on lower level concepts. When we go through the SAT/ACT test problems from the practice tests we assigned each problem their own concepts tree starting from the most complex to the least complex, and assigning each a difficulty level.

At the same time we assigned a tree to each Problem Type that can be generated in EduCAD-ST (currently there are 582 of them each that can generate over 500 different math problems).

When a student enters a completed scorecard we use internal algorithms to determine which concepts the student had challenges with. This is like making a contour map of their knowledge boundries, "what I don't know", based on their answers to the practice test. If the concept was NOT covered in the practice test we don't know if the student has any issues, but if it was, we can pinpoint them and associate a probability to the issues and challenges they face.

We then use that map to match against the Problem Types. This is then displayed inside the Matrix as the Problem Types that the student should be focusing on.

When a student works a Problem Type we generate multiple problems (instances) of that Problem Type. Each has a tailored step-by-step Socratic component that the student can walk through in order understand how to do the problems. This allows the student the ability to see how the Problem Type breaks down into simpler Problem Types that they do know how to solve, and helps them make the connection on how to solve these probelm types through repitition and helpful support when they need it.

Earlier we said, You can lead a student to a tool, but you can't make them use it.. We admit that repeated practice is boring, and that once you have an aha! moment that practice seems unnecessary. But the reality is that reuse of the muscle is what makes the muscle stronger, and the same is true for learning and making it stick. It is important to not only have the aha! moment, but to then practice it a number of times under different conditions to make sure that the lesson sticks. And that is where motivated coaches come in and make the difference. Just putting a student "on the tool" will not provide all the benefits to the student that the student needs to succeed. No more than you would send a student to school on a bike when they have only been able to ride it for 25 feet without falling.

HSCETP is a toolset that works. It locates the student's challenge areas and focus' their efforts on those challenges directly. It walks the student through the Problem Types that they need to focus on, and provides directed step-by-step Socratic help so they can have that aha! moment. Then it provides them an unlimited number of those problems to practice on. It works for 10% of the students who are self motivated on their own. It works for the 25% who have a coach to keep them motivated.. We need you, the coaches, to make this work for those that can benefit from it and need your motivation and help.

The reason we have built the whole coaching section is to make sure that you can help the student. Help to keep them motivated and on-track. We know that we can get the 10% to use this tool, and we have yet to figure out how to get the 65%, but we know that you are the difference for the 25%. Don't just throw them a book and say "do this." Give them the book, give them the tool, and then work with them to help them excel. We are counting on you, as are they. Thank you.