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making communities into classrooms

Elliot Sanchez, CEO & Founder
Elliot@mSchools.org
a program to bring the best of blended learning

to students in communities and schools
Elliot Sanchez, CEO
 Taught middle school math at Booker T.
Washington Alternative Middle
 Managed math programs for 700,000
students in Louisiana
 Lead Alternative and CTE Portfolio for

New Orleans’ Recovery School District
 2014 Forbes “30 Under 30”
 Teach for America National Social
Innovation Award
2
x

-4=5
Forget MATH
Trends in
International
Mathematics
and Science
Study
Low income = almost Slovakia
Goal: Students perform at or above grade level in math by eighth grade
Target: 68% of 8th graders earn Basic or above on LEAP by 2012

5,000
Baseline

4,500

HSRP

4,000

MSP

3,500

ENFA 8
TAP

3,000

HPSI

2,500

Ed Pipeline
LSSI

2,000

HPHP

1,500

21st CCLC

1,000

CPMS
Trailblazers
RTI MS

500
0
2009-2010

2010-2011

Current 62%

School Year

Superintendent’s Delivery Unit | Student-Centered Process Reform

2011-2012

MS JAG
Connections

pg. 13
Goal: Students perform at or above grade level in math by eighth grade
Target: 68% of 8th graders earn Basic or above on LEAP by 2012

5,000
Baseline

4,500

HSRP

4,000

MSP

3,500

ENFA 8
TAP

3,000

HPSI

2,500

Ed Pipeline
LSSI

2,000

HPHP

1,500

21st CCLC

1,000

CPMS
Trailblazers
RTI MS

500
0
2009-2010

2010-2011

Current 62%

School Year

Superintendent’s Delivery Unit | Student-Centered Process Reform

2011-2012

MS JAG
Connections

pg. 13
Goal: Students perform at or above grade level in math by eighth grade
Target: 68% of 8th graders earn Basic or above on LEAP by 2012

5,000
Baseline

4,500

HSRP

4,000

MSP

3,500

ENFA 8
TAP

3,000

HPSI

2,500

Ed Pipeline
LSSI

2,000

HPHP

1,500

21st CCLC

1,000

CPMS
Trailblazers
RTI MS

500
0
2009-2010

2010-2011

Current 62%

School Year

Superintendent’s Delivery Unit | Student-Centered Process Reform

2011-2012

MS JAG
Connections

pg. 13
Q * R = Learning
10 * 1 = 10
Q * R = Learning
10 * 1 = 10
Q * R = Learning
5 * 5 = 25
Goal: Students perform at or above grade level in math by eighth grade
Target: 68% of 8th graders earn Basic or above on LEAP by 2012

5,000
Baseline

4,500

HSRP

4,000

MSP

3,500

ENFA 8
TAP

3,000

HPSI

2,500

Ed Pipeline
LSSI

2,000

HPHP

1,500

21st CCLC

1,000

CPMS
Trailblazers
RTI MS

500
0
2009-2010

2010-2011

Current 62%

School Year

Superintendent’s Delivery Unit | Student-Centered Process Reform

2011-2012

MS JAG
Connections

pg. 13
Slow,
Complex
Setup

Grade Level
Grouping

One Size
Fits All
Grade Level
Grouping

One Size
Fits All
One Size
Fits All
Pilot Student Results
2012
Mathematics
(baseline)

2013
Mathematics
(after mSchool)

Scale score
change

mSchool student average

325.5

333.3

7.8

Control group average

315.4

297.2

-18.2

Observed difference

10.1

36.1

26

Supplemental use saw an average of
2.9 years of learning in 1 year

Observed difference (Scale Score)

26

Standard Deviation

50

Effect size (OD/SD)

Student data 2011/12 and 2012/13
Integrated Louisiana Assessment
of Educational Progress

0.52

Years of additional gain (0.52/0.27), Nationally normed1

1.9

mSchool Scale
Score Avg. Effect
(26.0)

State-administered NCLB accountability testing
“The iLEAP tests were scaled so as to appear
similar (in appearance) with the LEAP and GEE
scaled score system, that is with a median of
approximately 300 and a standard deviation of
approximately 50. The lowest obtainable scaled
score (LOSS) is 100, and the highest obtainable
scaled score (HOSS) is 500 for all iLEAP test

forms.” LA Dept of Ed
National Recognition
Expansion
Student Enrollments
400

200

0
Q1 2013

Q1 2014
making communities into classrooms
Highlights from the
Future of Math
Education:
A Panel Discussion of
Promising Practices
Distinguished Panel
• Francis 'Skip' Fennell, professor of
education, McDaniel College, past NCTM, AMTE
president
• Cathy Fosnot, professor emeritus of childhood
education, City College of New York, Founding Director
of Math in the City
• Valerie L. Mills, president, National Council of
Supervisors of Mathematics; supervisor and
mathematics education consultant, Oakland
Schools, Michigan
Moderator
• Tim Hudson, Sr. Director of Curriculum
Design, DreamBox Learning
Topics
• Formative Assessment
• Success for All Students with Common
Core & Learning Resources
• Selecting & Implementing Digital Learning
Resources
Formative Assessment
• How do we ensure it’s not just
“another thing” to do?
• How do we ensure it's an integral
component of learning rather than as
another approach to assessment?
Jennifer James, Anthropologist
“Tapestry is that body of
assumptions, beliefs, customs, and
practices that we accept as foundational.
They define who we are. In this time of great
change, the tapestry is being torn rapidly
and everywhere, and we begin to fall
apart, becoming anxious and losing belief in
who we are. We look backward. We become
pessimistic about the present and the future
because we can’t envision a new tapestry.”
Formative Assessment
• Needs to foresee where and how one can
anticipate that which is just coming into view
in the distance (Streefland 1985).
• Needs to capture genuine mathematizing:
children’s strategies, their ways of modeling
realistic problems, and their understanding of
key mathematical ideas. (Fosnot and Dolk
2001; van den Heuvel-Panhuizen 1996).
The Landscape of Learning
Embedded Formative
Assessment
Three key elements:
1. elicit evidence about learning to close the gap
between current and desired performance,
2. adjust the learning experience to close the
performance gap with useful feedback, and
3. involve students in the assessment learning
process
Adapted from Margaret Heritage, 2008
Formative Assessment
and Productive Goals
Goals and lessons need to…
• focus on the mathematics concepts and practices
(not on doing particular math problems)
• be specific enough that you can effectively gather
and use information about student thinking
• be understood to sit within a trajectory of goals and
lessons that span days, weeks, and/or years
Complete problems #3 -18

Revise directions to focus students on
mathematical goals that describe important
concepts as well as skills.
Example 1.
Look closely at this problem set to identify the solutions that will be
positive and those that will be negative without fully simplifying
each task. Describe the important features of an expression that
help you make this decision.

Revise instructional goals and directions to focus
students on important mathematical concepts and
relationships as well as skills.
Example 1.
Two-pen assessment
4 x 25 =

16 x 25 =

40 x 25 =

10 x 100 =

27 ÷ 3 =

10 x 13 =

2 x 13 =

12 x 13 =

3 x 9 =

3 x 90 =

12 x 9 =

12 x 12 =

6 x 18 =

6 x 24 =
Fennell, Kobett, and Wray, 2013
Success for ALL Students
In the Common Core era…
• How can educators wisely choose and
create resources?
• What can be learned from past initiatives
about standards and resource
implementation?
Understanding
•
•

•
•
•

•

4.NBT
Generalize place value understanding for multi-digit whole numbers.
Use place value understanding and properties of operations to
perform multi-digit arithmetic.
4.NF
Extend understanding of fraction equivalence and ordering.
Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
Understand decimal notation for fractions and compare decimal
fractions.
4.MD
Geometric measurement: understand concepts of angle and
measure angles.
Representation
3.NF.2 – Understand a fraction as a number on the number line;
represent fractions on a number line diagram.
4.NBT.5 – Multiply a whole number…Illustrate and explain…by using
equations, rectangular arrays, and/or area models.
5.MD.4 – Measure volumes by counting unit cubes, using cubic
cm, cubic in, cubic ft, and improvised units.
6.RP.3 – Use ratio and rate reasoning…by reasoning about tables of
equivalent ratios, tape diagrams, double line diagrams or
equations.
Here’s the Point

Conceptual understanding is
NOT an option,
It’s an expectation.
(AND, it’s about time!)
CCSS Curriculum
Materials Analysis Tools
Financial support for this project was provided by
• Brookhill Foundation (Kathy Stumpf)
• Texas Instruments (through CCSSO)
Development team lead by William S. Bush
(chair), University of Louisville, KY
The toolkit can be downloaded from the NCSM website at:
http://www.mathedleadership.org/ccss/materials.html
CCSS Curriculum Materials
Analysis Tools
•
•
•
•
•

•
•

Overview
User’s Guide
Tool 1: Content Analysis
Tool 2: Mathematical Practices Analysis
Tool 3: Overarching Considerations
• Equity
• Assessment
• Technology
Professional Development Facilitator Guide
PowerPoint Slides
Fosnot
• Takes the Standards of Practice
seriously
• Provides professional development
within…teachers learn as they use the
materials
• Not just a bunch of activities but
crafted sequences to support
progressive development: learning
trajectories (landscapes)
Digital Learning
• How can technology meet the needs of every
child?
• How can educators wisely select and implement
digital learning resources and technologies?
• When does learning benefit from the inclusion
of digital instructional resources and when
might it undermine learning?
• What do teachers and administrators need to
learn about effectively facilitating learning using
digital learning resources and what will it take
for educators to develop this expertise?
Student
Voice
Fullan: Alive in the Swamp
“Technology–enabled innovations have a different
problem, mainly pedagogy and outcomes. Many of
the innovations, particularly those that provide online
content and learning materials, use basic pedagogy –
most often in the form of introducing concepts
by video instruction and following up with a series of
progression exercises and tests. Other digital
innovations are simply tools that allow teachers
to do the same age-old practices but in a digital
format.” (p. 25)
Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
@fnoschese
How do educators evaluate
digital learning resources?
Ten Design Considerations
1. Topics are developed with multiple representations
(graphs, tables, and equations) and students are asked to use
multiple representations in sense making.

2. Students are engaged in constructing mathematical
understanding through substantive tasks that maintain a high
level of cognitive demand.
3. Mathematical discourse is valued.
a. Some tasks require written responses.
b. Electronic forums and the like promote interaction between
peers and instructor.
c. Teacher-student and student-student conversations within the
confines of the physical classroom.
How do educators evaluate digital
learning resources? (Continued)
4.

Online tools and resources support the learning environment.
(i.e., Online calculators, graphing tools, journals, hotlinks, etc.)

5.

Mathematical content is delivered or available in a variety of formats
(i.e., Teacher lecture, demonstrations and
applets, games, audio, cooperative problem solving, etc.)

6.

Mathematical experiences are provided to build conceptual
understanding in conjunction with procedural fluency.

7.

Online tutors are available, accessible, and mathematically competent.

8.

Program takes advantage of technology
(animation, color, movement, links).

9.

Program offers suggestions to the teacher for monitoring student
learning, adjusting instruction, and providing possible interventions.

10. Program offers supplemental activities (online and offline) to the teacher
that support students in developing mathematical reasoning.
SAMR Model by Dr. Ruben R. Puentedura, www.hippasus.com/rrweblog
Q&A
DreamBox Combines Three Essential
Elements to Accelerate Student Learning
DreamBox Lessons & Virtual Manipulatives
Intelligently adapt & individualize to:
• Students’ own intuitive strategies
• Kinds of mistakes
• Efficiency of strategy
• Scaffolding needed
• Response time
Robust Reporting
Strong Support for Differentiation
DreamBox supports small group and whole
class instructional resources
•
•
•
•

Interactive white-board teacher lessons
www.dreambox.com/teachertools
Tutorials for virtual manipulatives
Concept video introductions
Free School-wide Trial!
www.dreambox.com/freetrial
Thank you!

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Highlights From Future of Education - mSchool + DreamBox Learning

  • 1. making communities into classrooms Elliot Sanchez, CEO & Founder Elliot@mSchools.org
  • 2. a program to bring the best of blended learning to students in communities and schools
  • 3. Elliot Sanchez, CEO  Taught middle school math at Booker T. Washington Alternative Middle  Managed math programs for 700,000 students in Louisiana  Lead Alternative and CTE Portfolio for New Orleans’ Recovery School District  2014 Forbes “30 Under 30”  Teach for America National Social Innovation Award
  • 4.
  • 7.
  • 8.
  • 10. Low income = almost Slovakia
  • 11. Goal: Students perform at or above grade level in math by eighth grade Target: 68% of 8th graders earn Basic or above on LEAP by 2012 5,000 Baseline 4,500 HSRP 4,000 MSP 3,500 ENFA 8 TAP 3,000 HPSI 2,500 Ed Pipeline LSSI 2,000 HPHP 1,500 21st CCLC 1,000 CPMS Trailblazers RTI MS 500 0 2009-2010 2010-2011 Current 62% School Year Superintendent’s Delivery Unit | Student-Centered Process Reform 2011-2012 MS JAG Connections pg. 13
  • 12. Goal: Students perform at or above grade level in math by eighth grade Target: 68% of 8th graders earn Basic or above on LEAP by 2012 5,000 Baseline 4,500 HSRP 4,000 MSP 3,500 ENFA 8 TAP 3,000 HPSI 2,500 Ed Pipeline LSSI 2,000 HPHP 1,500 21st CCLC 1,000 CPMS Trailblazers RTI MS 500 0 2009-2010 2010-2011 Current 62% School Year Superintendent’s Delivery Unit | Student-Centered Process Reform 2011-2012 MS JAG Connections pg. 13
  • 13.
  • 14.
  • 15. Goal: Students perform at or above grade level in math by eighth grade Target: 68% of 8th graders earn Basic or above on LEAP by 2012 5,000 Baseline 4,500 HSRP 4,000 MSP 3,500 ENFA 8 TAP 3,000 HPSI 2,500 Ed Pipeline LSSI 2,000 HPHP 1,500 21st CCLC 1,000 CPMS Trailblazers RTI MS 500 0 2009-2010 2010-2011 Current 62% School Year Superintendent’s Delivery Unit | Student-Centered Process Reform 2011-2012 MS JAG Connections pg. 13
  • 16. Q * R = Learning
  • 17. 10 * 1 = 10 Q * R = Learning
  • 18. 10 * 1 = 10 Q * R = Learning 5 * 5 = 25
  • 19. Goal: Students perform at or above grade level in math by eighth grade Target: 68% of 8th graders earn Basic or above on LEAP by 2012 5,000 Baseline 4,500 HSRP 4,000 MSP 3,500 ENFA 8 TAP 3,000 HPSI 2,500 Ed Pipeline LSSI 2,000 HPHP 1,500 21st CCLC 1,000 CPMS Trailblazers RTI MS 500 0 2009-2010 2010-2011 Current 62% School Year Superintendent’s Delivery Unit | Student-Centered Process Reform 2011-2012 MS JAG Connections pg. 13
  • 20.
  • 21.
  • 22.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30. Pilot Student Results 2012 Mathematics (baseline) 2013 Mathematics (after mSchool) Scale score change mSchool student average 325.5 333.3 7.8 Control group average 315.4 297.2 -18.2 Observed difference 10.1 36.1 26 Supplemental use saw an average of 2.9 years of learning in 1 year Observed difference (Scale Score) 26 Standard Deviation 50 Effect size (OD/SD) Student data 2011/12 and 2012/13 Integrated Louisiana Assessment of Educational Progress 0.52 Years of additional gain (0.52/0.27), Nationally normed1 1.9 mSchool Scale Score Avg. Effect (26.0) State-administered NCLB accountability testing “The iLEAP tests were scaled so as to appear similar (in appearance) with the LEAP and GEE scaled score system, that is with a median of approximately 300 and a standard deviation of approximately 50. The lowest obtainable scaled score (LOSS) is 100, and the highest obtainable scaled score (HOSS) is 500 for all iLEAP test forms.” LA Dept of Ed
  • 32.
  • 35. Highlights from the Future of Math Education: A Panel Discussion of Promising Practices
  • 36. Distinguished Panel • Francis 'Skip' Fennell, professor of education, McDaniel College, past NCTM, AMTE president • Cathy Fosnot, professor emeritus of childhood education, City College of New York, Founding Director of Math in the City • Valerie L. Mills, president, National Council of Supervisors of Mathematics; supervisor and mathematics education consultant, Oakland Schools, Michigan Moderator • Tim Hudson, Sr. Director of Curriculum Design, DreamBox Learning
  • 37. Topics • Formative Assessment • Success for All Students with Common Core & Learning Resources • Selecting & Implementing Digital Learning Resources
  • 38. Formative Assessment • How do we ensure it’s not just “another thing” to do? • How do we ensure it's an integral component of learning rather than as another approach to assessment?
  • 39. Jennifer James, Anthropologist “Tapestry is that body of assumptions, beliefs, customs, and practices that we accept as foundational. They define who we are. In this time of great change, the tapestry is being torn rapidly and everywhere, and we begin to fall apart, becoming anxious and losing belief in who we are. We look backward. We become pessimistic about the present and the future because we can’t envision a new tapestry.”
  • 40. Formative Assessment • Needs to foresee where and how one can anticipate that which is just coming into view in the distance (Streefland 1985). • Needs to capture genuine mathematizing: children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. (Fosnot and Dolk 2001; van den Heuvel-Panhuizen 1996).
  • 41. The Landscape of Learning
  • 42. Embedded Formative Assessment Three key elements: 1. elicit evidence about learning to close the gap between current and desired performance, 2. adjust the learning experience to close the performance gap with useful feedback, and 3. involve students in the assessment learning process Adapted from Margaret Heritage, 2008
  • 43. Formative Assessment and Productive Goals Goals and lessons need to… • focus on the mathematics concepts and practices (not on doing particular math problems) • be specific enough that you can effectively gather and use information about student thinking • be understood to sit within a trajectory of goals and lessons that span days, weeks, and/or years
  • 44. Complete problems #3 -18 Revise directions to focus students on mathematical goals that describe important concepts as well as skills. Example 1.
  • 45. Look closely at this problem set to identify the solutions that will be positive and those that will be negative without fully simplifying each task. Describe the important features of an expression that help you make this decision. Revise instructional goals and directions to focus students on important mathematical concepts and relationships as well as skills. Example 1.
  • 46. Two-pen assessment 4 x 25 = 16 x 25 = 40 x 25 = 10 x 100 = 27 ÷ 3 = 10 x 13 = 2 x 13 = 12 x 13 = 3 x 9 = 3 x 90 = 12 x 9 = 12 x 12 = 6 x 18 = 6 x 24 =
  • 47. Fennell, Kobett, and Wray, 2013
  • 48. Success for ALL Students In the Common Core era… • How can educators wisely choose and create resources? • What can be learned from past initiatives about standards and resource implementation?
  • 49. Understanding • • • • • • 4.NBT Generalize place value understanding for multi-digit whole numbers. Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NF Extend understanding of fraction equivalence and ordering. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand decimal notation for fractions and compare decimal fractions. 4.MD Geometric measurement: understand concepts of angle and measure angles.
  • 50. Representation 3.NF.2 – Understand a fraction as a number on the number line; represent fractions on a number line diagram. 4.NBT.5 – Multiply a whole number…Illustrate and explain…by using equations, rectangular arrays, and/or area models. 5.MD.4 – Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 6.RP.3 – Use ratio and rate reasoning…by reasoning about tables of equivalent ratios, tape diagrams, double line diagrams or equations.
  • 51. Here’s the Point Conceptual understanding is NOT an option, It’s an expectation. (AND, it’s about time!)
  • 52. CCSS Curriculum Materials Analysis Tools Financial support for this project was provided by • Brookhill Foundation (Kathy Stumpf) • Texas Instruments (through CCSSO) Development team lead by William S. Bush (chair), University of Louisville, KY The toolkit can be downloaded from the NCSM website at: http://www.mathedleadership.org/ccss/materials.html
  • 53. CCSS Curriculum Materials Analysis Tools • • • • • • • Overview User’s Guide Tool 1: Content Analysis Tool 2: Mathematical Practices Analysis Tool 3: Overarching Considerations • Equity • Assessment • Technology Professional Development Facilitator Guide PowerPoint Slides
  • 54. Fosnot • Takes the Standards of Practice seriously • Provides professional development within…teachers learn as they use the materials • Not just a bunch of activities but crafted sequences to support progressive development: learning trajectories (landscapes)
  • 55. Digital Learning • How can technology meet the needs of every child? • How can educators wisely select and implement digital learning resources and technologies? • When does learning benefit from the inclusion of digital instructional resources and when might it undermine learning? • What do teachers and administrators need to learn about effectively facilitating learning using digital learning resources and what will it take for educators to develop this expertise?
  • 57. Fullan: Alive in the Swamp “Technology–enabled innovations have a different problem, mainly pedagogy and outcomes. Many of the innovations, particularly those that provide online content and learning materials, use basic pedagogy – most often in the form of introducing concepts by video instruction and following up with a series of progression exercises and tests. Other digital innovations are simply tools that allow teachers to do the same age-old practices but in a digital format.” (p. 25) Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
  • 59. How do educators evaluate digital learning resources? Ten Design Considerations 1. Topics are developed with multiple representations (graphs, tables, and equations) and students are asked to use multiple representations in sense making. 2. Students are engaged in constructing mathematical understanding through substantive tasks that maintain a high level of cognitive demand. 3. Mathematical discourse is valued. a. Some tasks require written responses. b. Electronic forums and the like promote interaction between peers and instructor. c. Teacher-student and student-student conversations within the confines of the physical classroom.
  • 60. How do educators evaluate digital learning resources? (Continued) 4. Online tools and resources support the learning environment. (i.e., Online calculators, graphing tools, journals, hotlinks, etc.) 5. Mathematical content is delivered or available in a variety of formats (i.e., Teacher lecture, demonstrations and applets, games, audio, cooperative problem solving, etc.) 6. Mathematical experiences are provided to build conceptual understanding in conjunction with procedural fluency. 7. Online tutors are available, accessible, and mathematically competent. 8. Program takes advantage of technology (animation, color, movement, links). 9. Program offers suggestions to the teacher for monitoring student learning, adjusting instruction, and providing possible interventions. 10. Program offers supplemental activities (online and offline) to the teacher that support students in developing mathematical reasoning.
  • 61. SAMR Model by Dr. Ruben R. Puentedura, www.hippasus.com/rrweblog
  • 62. Q&A
  • 63. DreamBox Combines Three Essential Elements to Accelerate Student Learning
  • 64. DreamBox Lessons & Virtual Manipulatives Intelligently adapt & individualize to: • Students’ own intuitive strategies • Kinds of mistakes • Efficiency of strategy • Scaffolding needed • Response time
  • 66. Strong Support for Differentiation
  • 67. DreamBox supports small group and whole class instructional resources • • • • Interactive white-board teacher lessons www.dreambox.com/teachertools Tutorials for virtual manipulatives Concept video introductions

Editor's Notes

  1. Topic 1: This is an opportunity to look at assessment differently: how and what we assess need to be examined. Bottom line assessment needs to be continuous and inform teaching. Leren: teaching and learning cannot be separated.
  2. Topic 1: Dynamic versus static assessment: emphasis needs to be on capturing the mathematizing, ie. the structuring, the modeling, the strategies…
  3. Topic 1: A framework that is dynamic
  4. Effective use of formative assessment strategies depends on well defined goals - So, frame your goals in a way that they not are focused strictly on doing problems, …….you will have a hard time employing formative assessment strategies and capitalizing on potential learning gains. Consider these two examples:
  5. Three tools in the toolkit, 1. Tool 1 – is organized with the cross grade trajectories clearly labeled 2. Tool 2 – connects the practices to specific content!
  6. Topic 2