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Close Math Gaps with Four OST Approaches STRATEGIES TO CONNECT TO THE CLASSROOM, BLEND LEARNING, AND FIND FUNDING
Tim Hudson, PhDSenior Director of Curriculum Design | DreamBox Learning, Inc.
WHITE PAPER | DREAMBOX LEARNING®
Introduction
Meeting math students right where they are in their learning progress, and supporting them based on their prior knowledge, often requires they be provided with learning opportunities beyond regularly scheduled classes. Extending the math learning day can help students not only meet standards and develop proficiency, but also enable them to engage in the kind of deep learning and comprehension they might not have time for during normal classroom hours.
Districts, schools, and teachers taxed with too little time to effectively address the individual needs of all students during the school day can find ways to support the continued growth of each student and effectively close significant gaps. Decades of “Out of School Time” (OST) programs and research reveal that learning outside the classroom can have a substantial impact on math achievement, particularly for low-income and minority students.
One underlying premise of both OST programs and blended learning models is the idea that anytime, anywhere learning offers tremendous benefits to both students and educators. Schools are therefore strategically using OST programs and blended models for intervention by leveraging the skills of dedicated teachers and appropriate technology. This white paper provides research, best practices, and four OST strategies that have been shown to deepen student understanding, improve confidence, and raise achievement in mathematics.
IN THIS PAPER
Introduction 2
Why do we need
OST math programs? 3
Connecting with math process and practice standards in the classroom 4
Four ways to use OST to strengthen mathematical reasoning skills 5
Practical ways touse technology to improve OST effectiveness 15
Opening up the possibilities of thelearning day 16
OST funding, program model, and research resources 17
2
© 2015 DreamBox Learning, Inc.
Why do we need OST math programs?Though slowly improving over time, the most recent national assessments indicate that
about six out of every ten students in fourth and eighth grade are are still not working at
grade level in mathematics. What can we do to accelerate the impact schools have on these
rates of student proficiency?
We can find valuable answers by expanding our
thinking about where, when, and how we support
student learning. According to research, additional
learning opportunities, more time on task, and better
designed learning experiences are some of the best
solutions.
The Harvard Family Research Project’s review paper,
The Federal Role in Out-of-School Learning: After-School,
Summer Learning, and Family Involvement as Critical
Learning Supports, notes “Educators, policymakers, and
families increasingly agree: schools cannot do it alone.
Children need multiple opportunities to learn and
grow—at home, in school, and in the community.” The
same study cites reports such as Evaluation of Enhanced
Academic Instruction in After-School Programs, and the
Study of Promising After-School Programs that show it is
possible to make significant gains in math test scores
when students are given extra learning opportunities.1
M. Elena Lopez and Margaret Caspe, in Family
Engagement In Anywhere, Anytime Learning 2 note that
“… a growing body of research shows that there are
increasing inequalities, driven by income, between
children who have access to out-of-school opportunities
and those who do not. Now is the time to address
these gaps. Research shows that children spend only
20 percent of their waking time annually in formal
classroom education, leaving 80 percent of their time for
exploring and enhancing their learning interests in non-
school settings.”
’13’11’09’07’05’03’00’96’92’90
Year
AdvancedProficient
Basic Below Basic
8th Graders
’13’11’09’07’05’03’00’96’92’90
Year
4th Graders
% at each achievement level of the National Assessment of Educational Progress (NAEP)
Math Proficiency Continues to Grow Slowly for U.S. Students
Source: National Center for Education Statistics
AdvancedProficient
Basic Below Basic
3
© 2015 DreamBox Learning, Inc. © 2015 DreamBox Learning, Inc.
Connecting with math process and practice standards in the classroom To deepen math understanding, research and practical experience have shown that
OST programs need to connect not only to the student’s unique needs, but also make a
connection back to the learning objectives in the school
curriculum.3 This continuity of learning, or “bridging” of school and
after school, has been found to support meaningful math learning
in large-scale programs such as Boston’s After School & Beyond,4
programs for young black males in the District of Columbia,5
and the Texas Afterschool Centers in Education (ACE) programs.
Together these programs serve 180,000 students at 1,000 sites.6
The challenge for many OST programs is the reality that in
many cases of intervention, the grade-level math content that a
student is learning in his math class might be too advanced. As
more schools implement personalized and blended schooling
models, and as state assessment programs utilize growth models
for assessment, it is hopeful that the math topics students are
learning in classrooms during the day will more closely match their
needs in the way that many OST or tutoring programs are explicitly
designed to do.
In classrooms and OST programs, the content emphasis
often overshadows an arguably more important element of each
student’s math learning progress: honoring math process and
practice standards such as those found in the Texas Essential
Knowledge and Skills (TEKS) or the Common Core State Standards
(CCSS). For example, the TEKS specify how students are supposed
to engage with math content, including “display, explain, and justify
mathematical ideas and arguments using precise mathematical
language in written or oral communication.” Similarly, the CCSS
state that at every grade level, students should “construct viable
arguments and critique the reasoning of others.” Because these are standards that are
relevant every year, OST programs should use them regardless of what math content topics
students are learning.
After School TimePrograms
Are In DemandFamilies recognize that more time
to learn and supporting what is happeningin the classroom is valuable.
Source: AfterschoolAlliance.org
10.2million students participate
in after-school programs
19.4million students would participate if available
4
© 2015 DreamBox Learning, Inc.
Four ways to use OST to strengthenmathematical reasoning skills In an interview about her ongoing Expanded Learning & Afterschool Project 7 Dr. Deborah Lowe
Vandell said, “Our research suggests that children derive benefits from afterschool activities, over
and above the experience that they have with their family, and the experiences that they have
at school. Low-income children, in general, have less access to activities. We are also seeing that
they may be deriving greater benefits in some areas. We find that everyone benefits in some
areas such as mathematics. Low-income children benefit more.”
Her most recent findings prove her point, as income differences in math achievement have
been eliminated when K–5 students participate in afterschool math programs.
The time and setting for OST
math programs can be categorized
as at home, after school, summer
programs, and community-based
partnerships. These four approaches
are all interrelated, and in fact, many
researchers and providers put all
OST programs in the “after school”
category. Hybrid programs that
combine all OST approaches are
optimal because the most powerful
interventions are those that function
flexibly in partnership with school,
family, and community.
In addition to recognizing the
different locations and schedules
used for OST, it’s also important to evaluate the different types of learning resources that
are used during this time. In the past, teachers or teaching assistants often utilized print
resources and manipulatives in OST programs. In recent years, more OST programs have
infused technology into expanded learning opportunities in order to provide more time for
individualized support, engaging enrichment, and even the development of higher order
thinking skills for students. For teachers, the opportunity to utilize data provided by digital
tools used outside of the classroom can enable more differentiation inside the classroom,
which leads to more strategic use of class time for improving achievement for all students.
What follows is a review of OST programs, best practices, and how these approaches have
been put into action to raise achievement for math students.
After-school Participation Narrowsthe Math Achievement Gap
Source: ExpandingLearning.org
120
119
118
117
116
115
114
113
Average ParticipationLow Participation High Participation
Income di�erences inmath achievement wereeliminated for students
who had consistentactivities across K–5
Engaged in After-school Activities Across K–5
Stan
dard
Mat
h A
sses
smen
t Sc
ore
for
Gra
de 5 High Income
Middle Income
Low Income
… the most powerful
interventions are those
that function flexibly
in partnership with
school, family, and
community.
5
© 2015 DreamBox Learning, Inc. © 2015 DreamBox Learning, Inc.
1 AT HOME | The 2013 study by Johns Hopkins and MDRC researchers, The
Impact of Family Involvement on the Education of Children,8 reviews 10 years of
research of over 100 studies. The study looks at how family involvement in their
children’s learning and development through activities at home and at school
affects the literacy, mathematics, and social-emotional skills of the children. Across
racial and ethnic groups and school levels, students performed better and took more
math courses if they discussed school with their parents and if parents were active
volunteers at the school or were members of the school’s parent-teacher organization.
Johns Hopkins University’s Best Practices9
This report cites multiple efficacy studies and includes the following research-based
recommendations
• Schools need to do more to involve families in their children’s mathematics
education.
• Parental monitoring and involvement is related to higher levels of math achievement
through high school.
• Schools can develop and implement practices that help parents understand how to
support their children’s learning in mathematics.
• Use of interactive homework can help improve family involvement with students
on math, students’ attitudes about math, completion of math homework, and math
achievement.
6
© 2015 DreamBox Learning, Inc.
“Most of the programs
that are available online
are really just practice.
There is nothing in it
that deepens learning
and comprehension.
DreamBox is different.
If you’re going to do
homework, DreamBox
is a way to differentiate
and align homework with
instructional goals. You
don’t need to wait for the
teacher to give feedback
to the student—DreamBox
does that in real time.
Teachers have access to
reports that show how a
student is progressing and
can use that data to inform
his instructional approach
during class.”
—Marc Waxman, Director,
SOAR at Green Valley
Ranch
AT HOME | PERSONALIZING HOMEWORKSOAR at Green Valley Ranch, ColoradoFounded in 2010, SOAR is a public elementary charter school committed to providing
exceptional educational opportunities to students in northeast Denver. The school offers
an innovative, holistic approach to education that includes an extended school day, an
engaging curriculum and a focus on the development of social and emotional competencies
to its 475 students in kindergarten through Grade 5. Seventy percent of the students qualify
for free or reduced price lunch, and 50 percent are English Language Learners.
CHALLENGE | Parents were concerned about getting homework assignments
completed. With students getting home after 4:30 p.m. or later, assigning long hours of
homework didn’t make sense for students—particularly if it wasn’t deeply personalized
and didn’t directly support what needed to happen in the classroom. As innovators with a
track record of success, SOAR administrators decided to rethink their overall approach to
homework in core subjects.
SOLUTION | A homework committee of parents, teachers, and administrators looked
at different approaches to homework informed by the work of Math in the City and Cathy
Fosnot, PhD. They wanted to leverage new technologies and blended learning because of
how engaged their students are with video games, tablets, and apps. Once they narrowed
the list of potential digital curricula, they had students try DreamBox Learning Math to get
their perspective—and students said “Yes!”
RESULTS | There are now two homework components: read, and use DreamBox for a
short (but effective) amount of time. For example, third grade students use DreamBox 4 times
a week for 15 minutes outside of school. Most students can play DreamBox at home, but
because approximately 10 percent of students do not have technology or access at home,
two local area libraries and the school lab are open some evenings to provide access and
opportunity. A teacher-by-teacher survey found that when there was consistent follow up
with parents week over week, there was more DreamBox use at home and math involvement
by parents and students alike.
7
© 2015 DreamBox Learning, Inc. © 2015 DreamBox Learning, Inc.
2 AFTER SCHOOL | Many before and after school programs, as well as
some summer school programs, originally functioned as child care and/
or recreational enrichment. But as the need to close achievement gaps has
grown, these OST opportunities have become increasingly focused on raising
academic achievement. Afterschool Alliance STEM Learning research10 shows that OST
programs are especially well-placed to close the opportunity gap facing children and
youth from underserved and underrepresented communities. They have also been
shown to improve learning outcomes while increasing self-confidence, the likelihood of
graduation, and the likelihood of pursing a STEM career.
National Center for Quality Afterschool Research-based Best Practices11
• Develop thoughtful, fun, accessible activities
• Plan activities that engage students and enhance skills across
the curriculum
• Motivate and engage all students to participate
• Connect to grade-level benchmarks, standards, and the
school-day curriculum to increase achievement
• Provide real-world activities that connect to the broader community
• Provide effective tutoring and differentiated instruction for all
skill levels
• Integrate technology
• Provide homework help
• Provide staff training and professional development
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© 2015 DreamBox Learning, Inc.
AFTER SCHOOL | FIRST YEAR MATH GAINS OF 10 PERCENTS. L. Mason Elementary & Valdosta City SchoolsValdosta City Schools is an urban district of more than 8,000 students in southern Georgia
made up of five elementary schools, two middle schools, and one high school. Many are Title
I schools, and the majority of students qualify for free or reduced price lunch. Consequently,
district administrators actively seek new initiatives and design programs to help every child
succeed. A limited budget coupled with the district’s focus on Response to Intervention (RtI),
means that district administrators must explore alternative ways to support each student’s
individual needs. When implemented properly, Rtl provides increased teacher attention for
struggling students and offers varied learning opportunities—a challenge for a
district with a growing student population like Valdosta.
CHALLENGE | With a focus on improving their students’ math
achievement, administrators decided to explore supporting student learning
through adaptive technologies. They decided to pilot with DreamBox Learning®
Math at S. L. Mason Elementary, one of the schools that was performing below
expectation.
SOLUTION | Students used DreamBox for 45 minutes each day during
their intervention block in a station rotation blended learning model. Students
had access to both PCs and iPads® during this time. Students also accessed the
program at home or through the local Boys and Girls Club after-school program,
which serves about 400 students—a program that serves a vital need for students
without home access.
RESULTS | After just one year of implementing DreamBox Learning® Math,
scores improved by nearly 10 percentage points according to the Criterion-
References Competency Test (CRCT) administered in Georgia. These strong results
convinced administrators to use DreamBox district-wide to increase achievement.
Valdosta coupled it with a BYOD initiative made possible through grant funding
that provided increased Wi-Fi capacity. The robust DreamBox reporting suite
offers teachers up-to-the-minute understanding of where students are in their
learning, so instruction can be tailored to the individual learner. As learning
progresses, teachers use the data to adjust whole-group lessons that align with
student needs. Cisco Diaz, principal of Nunn Elementary in the Valdosta district
said, “What was interesting to us was that the promise of student engagement
is also true. The kids like it so much that we’ve chosen to use DreamBox as a
motivational tool.”
“DreamBox has been able
to fill conceptual gaps
that third, fourth, and fifth
graders have had since
kindergarten.”
—Dara Holt, Valdosta
Administrator for Pre K–5
6880
+12percentile
points
2013 2014
8090
2013 2014
+10percentile
points
With DreamBoxLearning
CRCT AssessmentResults
Before DreamBoxLearning
With DreamBoxLearning
Before DreamBoxLearning
3rd Grade Results
5th Grade Results
9
© 2015 DreamBox Learning, Inc. © 2015 DreamBox Learning, Inc.
3 IN THE SUMMER | What researchers typically refer to as “summer
learning loss” or “summer slide” impacts students at all grade and income
levels; however its effects are often most visible among students from low-
income homes.12 On average, learners lose 1.8 months of math skills during
summer break.13 Given this predictable correlation between retention of math skills
and time, additional research and consideration should be focused on the type of
instruction students experience during the school year. For example, if math lessons
focus on memorizing procedures rather than understanding ideas, we should not
be surprised when students forget those procedures. Math lessons should instead
emphasize understanding concepts and relationships. As Cathy Fosnot has noted,
“When relationships are the focus, there are far fewer facts to remember,”14 and
therefore far fewer things students might forget.
In addition to examining curriculum and classroom practices, educators are exploring
ways to improve the impact of summer school programs. Similar to before and after school
programs, there is a new vision for summer school: “to change the culture around summer
learning by moving it from an afterthought to a central place within education improvement
strategies. Research and experience indicate that summer programming is very much a
locally organized activity, with each locality making its plans and programs by taking into
account its unique circumstances, including local political support. With approximately
15,000 school districts and 95,000 schools nationwide, it is critical that advocates for a new
summer school vision begin to think more systemically about summer programs if the vision
is to be realized.”15
A six-year Wallace Foundation study found that summer school programs using best
practices and adherence to standards improved math comprehension and test scores.16 The
summer-program students scored much higher on a fall math test than the control group,
and those higher math scores were equivalent to roughly one-fifth of what students that age
would typically learn in a school year.
On average, learners
lose 1.8 months of
math skills during
summer break.
10
© 2015 DreamBox Learning, Inc.
Wallace Foundation Summer Program Recommendations17
RAND education researchers commissioned by the Wallace Foundation for this summer
program study make several recommendations for school districts and community leaders
to plan and develop programs to help stop summer learning loss:
• Invest in highly qualified staff and early planning. The more-successful providers
develop well-structured programs that attract students to enroll and attend, and recruit
quality, dedicated staff with time to devote to planning and programming.
• Apply best practices. Provide smaller class sizes, get parents involved, give individual
instruction and promote maximum attendance.
• Give strong consideration to partnerships. Enable the
creation and sustainment of high-quality voluntary
summer learning programs. Various organizations offer
different sets of resources and skills and may include
community-based organizations, private summer
learning providers, and city and local governments.
• Think creatively about funding sources. For
example, consider hiring AmeriCorps members or
teachers who need administrative hours as summer-site
coordinators.
11
© 2015 DreamBox Learning, Inc. © 2015 DreamBox Learning, Inc.
IN THE SUMMER | 4.1 MONTHS OF MATH ACHIEVEMENT IN 4 WEEKS WITH DATA-DRIVEN LEARNINGSummer Advantage USAAfter developing partnerships with schools, school districts and housing authorities, Summer
Advantage USA provides scientifically proven, cost efficient summer learning programs.
Working in low-income communities in cities, suburbs, and rural areas, the program serves
students in kindergarten through Grade 8 who are at risk of experiencing the steepest
declines in learning over the summer months.
CHALLENGE | In countries outperforming the United States on international
assessments, students attend school for 30 to 45 days more per year than in the U.S. “Summer
learning loss is a major contributor to the achievement gap,” reports Summer Advantage
Strategic Initiatives head Michelle Ciccone. “Students in low-income situations may lose up to
3 months’ worth of math learning over the summer.”
SOLUTION | Built around a blended learning model with groups of 5 and 6 learners who
participate for 5 weeks, 6.5 hours a day, Summer Advantage camps reinforce alignment to the
curriculum of the previous school year and help prepare for the year
to come. Learners use DreamBox 20 minutes per day, 4 times a week.
The up-to-the-minute data DreamBox makes available is one of the
key drivers of the program: the weekly usage report helps students
stay motivated to complete their personalized lessons as they see how
far they have progressed. Other reports provide insight so teachers
know how students are progressing and closing learning gaps.
Parents and guardians are engaged in the process with automatic
email notifications that communicate how their child is progressing.
Standards progress reports are used to track how each scholar is
progressing against state standards.
RESULTS | The Summer Advantage programs themselves are
not subject to state testing, but academic success is tracked using the
IOWA Test of Basic Skills. Results showed that DreamBox helps reap
results quickly: 4.1 months of improvement with just 5.1 hours using
the program. Summer Advantage’s success has contributed to its rapid
growth—now serving 5,000 students in Indiana, Colorado, Alabama,
Illinois, and New York.
“By employing DreamBox
Learning Math as part of
our overall instructional
plan, our scholars are
able to achieve amazing
academic growth.”
—Earl Martin Phalen,
Founder and CEO
4.1Months
Improvement
Summer Advantage USAStudent Improvement
In Just 5.3 Hours
On DreamBox
Based on the IOWA Test of Basic Skills
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© 2015 DreamBox Learning, Inc.
4 SCHOOL & COMMUNITY PARTNERSHIPS | In Not Just Numbers:
Creating a Partnership Climate to Improve Students’ Math Proficiency,18 Steven
Sheldon and Joyce Epstein cite numerous studies that demonstrate the
impact of school and community partnerships on higher achievement,
greater access, and more personal meaning for learners.
The Coalition for Community Schools is a non-profit alliance housed at the Institute for
Educational Leadership dedicated to fostering strong partnerships, sharing accountability
for results, setting high expectations, building on the community’s strengths, and embracing
diversity and innovative solutions to improve educational outcomes, stronger families, and
healthier communities. They provide a wide range of resources to help start and improve
school and community partnerships and the formation of alliances, and go beyond the
academic to respond to societal factors, family circumstances, poverty, and health problems.
The Coalition for Community Schools Guiding Principles19
• Foster strong partnerships: Partners share their resources and expertise
and work together to design community schools and make them work.
• Share accountability for results: Clear, mutually agreed-upon results
drive the work of community schools. Data helps partners measure
progress toward results. Agreements enable them to hold each other
accountable and move beyond “turf battles.”
• Set high expectations for all: Community schools are organized to
support learning. Children, youth and adults are expected to learn at high
standards and be contributing members of their community.
• Build on the community’s strengths: Community schools marshal the
assets of the entire community—including the people who live and work
there, local organizations, and the school.
• Embrace diversity: Community schools know their communities. They
work to develop respect and a strong, positive identity for people of
diverse backgrounds, and are committed to the welfare of the whole
community.
13
© 2015 DreamBox Learning, Inc. © 2015 DreamBox Learning, Inc.
“We’ve used DreamBox
with students that have not
previously seen success
in math. DreamBox is
incredibly successful at
helping these kids let
down their guard—and the
compelling gaming
element is instrumental to
their success.”
—Elliot Sanchez, Founder
and CEO mSchool
SCHOOL & COMMUNITY PARTNERSHIPS | MAKING COMMUNITIES INTO SCHOOLS AND STUDENTS INTO MATHEMATICIANSmSchoolsNew Orleans–based mSchool, a revolutionary program in math education, partners with
schools and community-based afterschool programs to turn free space into accredited, math
remediation “microSchools.”
CHALLENGE | Ninety-six percent of the students in Grades 3 to 11 that mSchool
classrooms serve are from low-income communities, and also receive subsidized lunch. The
average student is as many as four years behind his peers in math capability. The mSchool
flexible model means that within just 24 hours, a space can be turned into a blended learning
lab in an existing school or afterschool program in a community center. mSchool models
have as many as 25 students in a classroom, with up to three adults from the community who
facilitate learning. These learning guides help students navigate the program and provide the
socio-emotional learning curriculum mSchool believes is central to student success: personal
responsibility and love of independent learning.
SOLUTION | mSchools uses adaptive technology within a 1:1 blended
learning environment to differentiate the learning experience and individually
challenge every student. Each mSchool location collects substantial data to
inform program stakeholders and facilitate learning. Math lessons at mSchool
are almost entirely student-driven by using DreamBox on connected devices.
“When students meet challenging material,” says Sanchez, “they are so invested in
the process and the DreamBox experience that locations are open four days per
week, with students attending from 60 to 90 minutes each day.”
RESULTS | “DreamBox’s ability to collect data and rigorous curriculum
forms the backbone for elementary and middle school math students, and
has been effective with high school students who are struggling,” reports
Sanchez. Results have been so compelling that some partner schools have
chosen to make mSchool attendance mandatory for students who have been
identified as profoundly struggling. In a longitudinal study completed in 2013
that compared state assessment data from students who participated in an
mSchool classroom with their counterparts in school who did not participate,
the mSchool students made gains equivalent to 2.9 years of learning compared to what
their cohorts learned in one full school year. mSchools serves students in over 24 locations in
Louisiana, Pennsylvania, and New Mexico, with more in development in over 20 cities.
2.9years growth
2013 2014
Learning Growthof Students
1 Year onDreamBox
Measured by iLEAP
14
© 2015 DreamBox Learning, Inc.
Practical ways to use technology to improve OST effectiveness Many OST programs use technology to help students reach proficiency and performance goals.
But after decades of adding technology to the education mix, it’s clear that hardware and
software alone are not the panacea to education challenges or improving outcomes.20 A review
of 33 OST mathematics programs concluded that they were most effective for low-achieving
or at-risk students. The most important success factor was not when the programs were
scheduled—after school vs. summer school or other times—but how they were implemented.21
The backward design process outlined by Wiggins and McTighe in Understanding by
Design22 can help OST programs be more successful. Following these steps will help: a)
identify desired results; b) determine acceptable evidence; and c) plan learning experiences.
SUCCESS STRATEGIES FOR OST DIGITAL LEARNING 1. Clearly define learning goals. Once key learning goals are established, decide how to
strategically incorporate technology and digital resources to best support those goals. Once
programs are in place, make use of data and findings to build the foundation for continuous
improvement.
2. Select quality digital curricula that align with content and process goals. A logical
starting point to begin an evaluation process is to assess potential digital
curricula against a list of specific criteria, such as standards-alignment. Not
only does this process require this process require development of the
criteria and features that will support student learning, it is also a way to
simplify “apples-to-apples” comparisons between curricula and resources
based on what’s most important in your own OST program or blended
learning environment. For detailed information about selecting appropriate
digital curricula and a sample checklist, refer to Best Practices for Evaluating
Digital Curricula.
3. Provide students with customized supports, at different times and in
different ways. Carol Ann Tomlinson and Marcia B. Imbeau in Leading and
Managing a Differentiated Classroom23 state, “Differences profoundly impact
how students learn and the nature of scaffolding they will need at various
points in the learning process.” Ideally, students have “light bulb” moments
facilitated by teachers, peers, and/or software that are standards-aligned
and deeply engaging. Selecting digital resources that adapt to the individual
learner and provide detailed data can empower highly differentiated
learning.
The backward design
process outlined by
Wiggins and McTighe
in Understanding by
Design22 can help OST
programs be more
successful. Following
these steps will help:
a) identify desired
results; b) determine
acceptable evidence;
and c) plan learning
experiences.
1
Planning “Backward”
IdentifyDesiredResults 2
DetermineAcceptableEvidence 3
Plan Learning Experiences & Instruction
Source: ASCD.org
15
© 2015 DreamBox Learning, Inc. © 2015 DreamBox Learning, Inc.
4. Connect OST to the classroom curriculum. Summer OST programs that are linked to
school curriculum and goals that also make use of data can help ensure that the first
six weeks of school aren’t wasted by assessing where students are. Likewise, for after school
programs, accessing data from a central location can help connect these OST programs
to instructional decisions in the classroom. And when students are learning with parents
at home or other learning guardians in the community, time in class can be strategically
allocated to whole-group community building and small-group interventions or acceleration.
Creating connections to the classroom with data empowers educators with new ways to help
accelerate each student’s math progress.
Opening up the possibilitiesof the learning dayWhen the time and space limitations of the classroom are extended beyond the constraints of
the clock, expanded beyond the school walls, and enhanced through new digital experiences,
the potential to engage every learner becomes virtually unlimited. An ever-growing body of
research and the practical experience of educators and learners with OST highlight the many
ways that educators can increase the time students are engaged in learning. Combined with
high expectations and the use of data to guide personalized learning, schools are creating
ways to accomplish what we want for all of our students: greater achievement and a lifelong
love of learning.
DREAMBOX LEARNING MATH AS A KEY COMPONENT OF YOUR OST PROGRAMS
DreamBox Learning Math is changing the way students engage with and understand
math. OST programs are leveraging DreamBox as an innovative technology that delivers an
unparalleled level of individualized math learning. Dynamic adaptations, based not just on
answers but on strategies, keep all learners, from struggling to advanced, in their optimal
learning zone. The asynchronous adaptivity is a complement to both OST programs as well as
in-school blended and personalized learning models.
DreamBox Learning’s rigorous math curriculum is aligned with Common Core and other
regional standards, and it builds conceptual understanding and procedural fluency. Our
integrated instruction and assessment, together with detailed reporting, give teachers and
administrators actionable data on comprehension, proficiency, and academic progress. Just
as important, DreamBox offers a highly engaging experience that motivates today’s students.
Combined with high
expectations and the
use of data to guide
personalized learning,
schools are creating
ways to accomplish
what we want for all
of our students:
greater achievement
and a lifelong love of
learning.
16
© 2015 DreamBox Learning, Inc.
WAYS TO USE FEDERAL FUNDING TO EXPAND LEARNING OPPORTUNITIES
Title 1: Funds can be used to transition to blended or personalized learning models.
Title 2A: Funds for Professional Development and learning coaches, and online PD, communities of practice, and student materials.
Title 2B: Funds for teachers to connect with STEM professionals.
Title 3: Purchase software for English Language Learners.
OST FUNDING, PROGRAM MODEL, AND RESEARCH RESOURCES The Afterschool Alliance Resources and extensive database for long-term program sustainability
The Finance Project Multiple resources and research to improve after-school programs
The Foundation Center The leading resource for philanthropic information
Charles Steward Mott Foundation Grants and free research
Harvard Family Research Project Out-of-School Time Major resources for practitioners, policymakers, and researchers
National Center on Time and Learning Focusing on meeting the needs of all children and closing gaps
National Summer Learning Association Resources, guidance, and expertise for the summer learning community
National Institute on Out-of-School Time Evaluations, consultation, and training on a local, state, regional and national basis
RtI Action Network
Guides, toolkits, and forums for educators and parents
21st Century Community Learning Centers
Academic enrichment for students who attend high-poverty/low-performing schools
U.S. Department of Education
Links to information and applications for a variety of grants
The Wallace Foundation
Grants, research, and success strategies
17
© 2015 DreamBox Learning, Inc. © 2015 DreamBox Learning, Inc.
REFERENCES
1. http://www.hfrp.org/publications-resources/browse-our-publications/ the-federal-role-in-out-of-school-learning-after-school-summer-learning- and-family-involvement-as-critical-learning-supports
2. http://www.hfrp.org/publications-resources/browse-our-publications/ family-engagement-in-anywhere-anytime-learning
3. http://files.eric.ed.gov/fulltext/ED497346.pdf
4. Noam, G. G., Biancarosa, G., & Dechausay, N. (2002). Learning to bridge— bridging to learn: A model and action plan to increase engagement between schools and after school programs in Boston. Boston, MA: Boston’s After-School for All Partnership
5. http://cyitc.org/wp-content/uploads/2014/05/CYITC_FocusPointReport_ final.pdf
6. http://www.texasace21.org/
7. http://expandinglearning.org/research/vandell/
8. http://www.mdrc.org/publication/impact-family-involvement-education- children-ages-3-8
9. http://www.csos.jhu.edu/p2000/PPP/2009/pdf/math_sampler_09-web.pdf
10. http://www.afterschoolalliance.org/STEM-Afterschool-Outcomes.pdf
11. http://www.sedl.org/
12. http://files.eric.ed.gov/fulltext/ED536514.pdf
13. http://files.eric.ed.gov/fulltext/ED536514.pdf
14. Fosnot, C. T., & Dolk, M. (2001). Young mathematicians at work: Constructing number sense, addition, and subtraction. Portsmouth, NH: Heinemann.
15. http://c.ymcdn.com/sites/www.summerlearning.org/resource/resmgr/ policy/2010.newvision.pdf
16. http://www.wallacefoundation.org/knowledge-center/summer-and- extended-learning-time/extended-learning-time/Pages/Ready-for-Fall.aspx
17. http://www.wallacefoundation.org/knowledge-center/summer-and- extendedlearning-time/extended-learning-time/Documents/Getting-to- Work-on-Summer-Learning-Recommended-Practices-for-Success.pdf
18. http://citation.allacademic.com/meta/p_mla_apa_research_ citation/1/0/4/7/1/pages104710/p104710-1.php
19. http://www.communityschools.org/aboutschools/faqs.aspx#_7
20. http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_ Seam_web.pdf
21. http://cyitc.org/wp-content/uploads/2013/11/McRel-Report- OSTeffectiveness.pdf
22. http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_ WhitePaper0312.pdf
23. Tomlinson, Carol A., and Marcia B. Imbeau. (2010). Leading and managing a differentiated classroom. Alexandria, Va: ASCD.
LEARNING
DreamBox Learning, Inc. was founded in
Bellevue, Washington, and launched its first
online learning product in January 2009.
DreamBox Learning Math has won more than
35 top education and technology industry
awards and is in use in all 50 U.S. states and
throughout Canada. The DreamBox® platform
offers a groundbreaking combination of
Intelligent Adaptive Learning™ technology,
a rigorous K–8 mathematics curriculum, and
a highly motivating learning environment.
DreamBox in English and Spanish captures
every decision a student makes while working
in the program and adjusts the student’s
learning path appropriately, providing
millions of individualized learning paths, each
one tailored to the student’s unique needs.
DreamBox supports teachers and their practice
in every type of learning environment. For
more information about DreamBox Learning
Math and the DreamBox Math for iPad app,
please visit DreamBox.com.
For a demo, call 877.451.7845
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