Presentation to the Board of Education Matthew Gryzbowski & - PowerPoint PPT Presentation

Presentation to the Board of Education Matthew Gryzbowski & Jennifer Seaman, Teachers April 9, 2013

 A blended learning approach combines face to face “direct” classroom methods with computer-mediated activities to form an integrated instructional approach.  In the past, digital materials have served in a supplementary role, helping to support face to face instruction.

Data Black Hole Too many apps, too little Educators want to Teachers lack expertise Technical setup & mgmt time for teachers to vet monitor student learning in tablet lesson planning is cumbersome

 eSpark interprets NWEA test scores to diagnose student learning needs in ELA & Math. These needs are sent to teachers in the form of recommended goals. Teachers select specific goals from these recommendations.  eSpark then develops a Common Core aligned, individualized learning platform for students using over 100,000 educational apps. Students are assigned specific quests in the form of apps, videos, and assessments to complete each week.

 eSpark uses cutting edge technology to drive instructional gains.  Recent data studies indicate strong gains when students use eSpark: 3.3x t Target 3.2x th T 2.3x Growth National Average= 1x Met Met 1.5x id-Year G 0.5x Mid 0% 25% 50% 75% 100% % of of eSpar ark Missio ions Compl mpleted

Content should meet children in their “zone of proximal development”, Zone of Proximal a space in which content is familiar but challenging enough to capture Development students’ attention and drive learning forward. Each student’s ZPD is slightly different (Vygotsky, 1978; Shernoff & Csikszentmihalyi, 2009). Self-Endorsed Learning is enhanced when it is self-endorsed and goal-directed (Deci, Goals Ryan, & Williams, 1996; Zimmerman, 2002). Actionable Academic achievement improves with regular assessment-based Feedback feedback that is relevant to student work (Hattie & Timperley, 2007). Reinforcement A student will remember content more thoroughly if s/he repeats it or through Re- re-teaches it to a peer, teacher, or family member (Topping, 2005; teaching Karpicke & Blunt, 2011). Students request to “skip recess” and lunch to continue on eSpark. Time on Task Novel ways of presenting information through many modes of interaction keep attention levels high.

 Initial meeting held with teachers and Central Administrators in June, 2012.  Teacher training held for two days in September.  iPads delivered to teachers two months prior to classroom implementation.  Each remedial class has an iPad cart containing one unit for each student.  Teacher Professional Development and debriefing at monthly PLC meetings.  Use of online teacher resource library.  eSpark Professional Development team is available 24/7 through email, Skype, and phone.

 Students are identified for services through our RtI Model using: ◦ NYS Assessment Results ◦ AIMSweb Screening Results ◦ NWEA Diagnostic Information ◦ Report Card grades/Teacher Recommendations  NWEA data is used to identify areas of concern; ELA and Math goals are created based on these areas and eSpark creates the “quests” that are aligned with these goals.

Achieve Diagnose Set Goal Personalize Challenge Diagnose student Set goals by Personalize each Challenge students Achieve needs using collaborating with student’s learning to re-teach via academic existing data like students to set plan with the best videos gains of 2-5x NWEA academic goals third party resources

 Using E-Spark, teachers have the ability to reduce group sizes even further for direct instruction.

Pre-Test Apps Post-Test Video Instructional Video Project Complete 10 Practice with Demonstrate question multiple engaging rigorous mastery via 10 Learn from engaging Re-teach concept choice quiz apps curated by question post-test videos sourced from mastered via video curriculum experts YouTube, Khan, etc

Pre-Test Apps Post-Test Video Instructional Video Project Complete 10 Practice with Demonstrate question multiple engaging rigorous mastery via 10 Learn from engaging Re-teach concept choice quiz apps curated by question post-test videos sourced from mastered via video curriculum experts YouTube, Khan, etc

Pre-Test Instructional Apps Post-Test Video Video Project Complete 10 Practice with Demonstrate question multiple engaging rigorous mastery via 10 Learn from engaging Re-teach concept choice quiz apps curated by question post-test videos sourced from mastered via video curriculum experts YouTube, Khan, etc

Pre-Test Instruction Apps Post-Test Video al Video Project Complete 10 Practice with Demonstrate question multiple engaging rigorous mastery via 10 Learn from engaging Re-teach concept choice quiz apps curated by question post-test videos sourced from mastered via video curriculum experts YouTube, Khan, etc

Pre-Test Instructional Apps Post-Test Video Video Project Complete 10 Practice with Demonstrate question multiple engaging rigorous mastery via 10 Learn from engaging Re-teach concept choice quiz apps curated by question post-test videos sourced from mastered via video curriculum experts YouTube, Khan, etc

Pre-Test Apps Post-Test Video Instructional Video Project Complete 10 Practice with Demonstrate question multiple engaging rigorous mastery via 10 Learn from engaging Re-teach concept choice quiz apps curated by question post-test videos sourced from mastered via video curriculum experts YouTube, Khan, etc

 Continue with pilot through end of school year with 4 th and 5 th grade students.  Review NWEA Spring data to review growth.  Ongoing evaluation of program with teachers.  Expand program for 2013-2014.