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

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© 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.

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© 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.

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© 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

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© 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.

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© 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.

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© 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.

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© 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

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© 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.

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© 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

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© 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

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