The document discusses building a data-driven culture to improve math learning outcomes. It outlines the purpose and desired outcomes of creating a culture focused on real-time, meaningful data to inform instructional decisions. The webinar aims to increase awareness of topics like leading indicators, practical application, developing leadership, and embracing transformation. The goal is for all students to become math literate by using data to disrupt failure and empower learning.

1. IMPROVE MATH LEARNING OUTCOMES
BY BUILDING A DATA-DRIVEN CULTURE
DR. GREGORY FIRN

2. The purpose to this webinar is to increase awareness, understanding
and application in seven specific areas. They are:
 Data-Driven Math Culture
 Power of “IT”
 Leadership – “Not About You”
 The “HC” Factor
 New Literacies
 Transformation – the Frontier
 Conviction
PURPOSE

3. The desired or expected outcome of this session are increased
awareness, understanding and application of:
 Leading vs Trailing indicators
 Doable & Practical
 Developing Followership
 First Steps
 It Takes Two (AL and DL)
 Within Our Reach
 Sense of Urgency
OUTCOME

4. Universal Numeracy – All students Math Literate
Why or Why Not?

5. 1. Data Noise
2. Data Selection
3. SMART
4. Failed Learning versus the Failure to
Learn
5. Prevention to Intervention
DATA-DRIVEN MATH CULTURE

6. GOOD – BETTER
PURPOSE MATTERS
Current Reality
Summative Data
Formative data
Constraints/Limitations
After the fact - lagging
After the fact – lagging
Both measure, assess “after” instruction.
Limited to informing progress or making definitive
judgments about learning (how well).
Inform instructional decisions.

7. BEST
PURPOSE MATTERS!
Data
Real Time
In Process
Specific
Meaningful
Actionable
Relevant
Timely
Results
Adjust learning decisions
Correct misconceptions
Observe the formation of
concepts/construction of meaning
Disrupt the failure to learn
Empower the learner
Provide insight into the learning
process while the learner is learning

8. IT STARTED WITH ME
“Confidence never comes from having all the answers;
It comes from being open to all the questions.”

9. CONTEXT
“…the way to change the
culture is to change the
conversation.”
- Joel Henning
“Changing the conversation
requires asking different
questions.”
- Peter Block

10. CONSIDER
What about our student performance are we dissatisfied?
Who is dissatisfied, why?
What is our vision for student performance?
What steps are we taking to achieve our vision?
What reluctance do we have?
What data, therefore, is of most worth?

11. D x V x FS > R

12. CONTEXT
5th Poorest
Minority Majority
Bottom 5 in academic performance
Pockets of success
Flight
Blame
State involvement
12

13. THE MODEL – NC 2007-2008
We “fired” then “aimed” without “ready”
 Secured Funding
 Selected Devices
 Launched

14. THE MODEL – NC 2009-2010
Learning
Content
Social Learning
Management
Systems
Instruction
Content
Assessment
Data
Digital Integration
Reset
Reset

15. First Steps (FS)
Capacity
Competence
Confidence
Commitment
Courage
Reluctance (R)
Climate
Culture
Context
HUMAN CAPITAL

16. Chicken or the Egg
Assessment and Data
Instructional
Content/Subject Matter/Standard
Technology
Social Emotional
NEW LITERACIES

17. “I”
Information
Insight
Intelligence
Influence
Impact
“T”
Theory
Tools
Training
Technology
Teaming
Time
THE POWER OF “IT”

18. 2008-2012
 11% to 97% Middle School graders scoring a 3 or 4 on Algebra I End
of Course Test
 2009-2010 (as 3rd Graders) 33.3% proficient
 2010-2011 (same cohort - as 4th graders) 80% proficient
 2011-2012 (same cohort - as 5th graders) 89% proficient

19. THE MODEL – TX
Lessons Learned applied to TX Model: Digital Integration to Conversion
Six (6) Parallel Tracks:
1. Infrastructure
1. Ubiquitous connectivity.
2. Learning, Content, Social Management Systems
1. Defined what, why and how teaching and learning is converted.
3. Human Capital Development
1. Instructional integration and conversion.
4. Sustainable funding
1. Planned, intentional, & strategic.
5. Community Awareness, Understanding, Support and Participation
6. Device functionality
1. Access and capability.

20. KEY INSIGHTS
Started with the wrong questions:
• It wasn’t about the devices.
• It wasn’t about the platform.
• It wasn’t about the cost.
• It wasn’t about “keeping up with …”
The right questions to ask:
 What we are trying to create, accomplish – Why?
 How will teaching and learning be different as a result of …
 How will we monitor and measure?
 What are willing to abandon or stop doing?
 How will ensure continuous growth of our staff?

21. What + Why + How = Transformation
Change or Improvement is not good enough
TRANSFORMATION – THE FINAL FRONTIER

22.  Seeing with new eyes or with new lenses
 The learners we speak about impacting are here now – not tomorrow
 Failure is way too costly
 We have the tools today to do whatever it takes to ensure universal
numeracy
CONVICTION

23. Purpose
 Data-Driven Math Culture
 Power of “IT”
 Leadership – “Not About You”
 The “HC” Factor
 New Literacies
 Transformation – the Frontier
 Conviction
Outcome
 Leading vs Trailing
indicators
 Doable & Practical
 Developing Followership
 First Steps
 It Takes Two (AL and DL)
 Within Our Reach
 Sense of Urgency
SUMMARY

24. http://www.dreambox.com/blog/creating-a-data-driven-classroom-1-of-3
http://www.dreambox.com/blog/creating-a-data-driven-classroom-blog-
series-2-of-3
http://www.dreambox.com/blog/creating-a-data-driven-classroom-blog-
series-3-of-3
FOR MORE …

25. A FINAL THOUGHT

26. "I spent along time trying to come to
grips with my doubts when suddenly
I realized that I had better come to grips
with what I believe.
I have since moved from the agony of
questions that I cannot answer
to the reality of answers
that I cannot escape."
Thomas Skinner

27. Questions?

28. DreamBox Learning® K-8 Math
Available in English & Spanish
Intelligent Adaptive Learning
Engine
• Millions of personalized learning paths
• Tailored to a student’s unique needs
Motivating Learning
Environments
• Student Directed, Empowering
• Leverages Gaming Protocols
Rigorous Mathematics
Curriculum
• Reporting Aligned to CCSS,
Texas TEKS, Virginia SOL,
Canada WNCP, & Canada
Ontario Curriculum Reports
• Standards for Mathematical
Practice

29. DreamBox Lessons & Virtual Manipulatives
Intelligently adapt & individualize to:
• Students’ own intuitive strategies
• Kinds of mistakes
• Efficiency of strategy
• Scaffolding needed
• Response time

30. NEW Insight Dashboards

31. Seeing is believing!
www.dreambox.com/request-a-demo

32. We value your feedback, compliments,
suggestions, and complaints!
Let us know how we’re doing:
https://www.surveymonkey.com/r/3QMZS5V