• The word “adaptive” has been used to describe a number of different curriculum solutions, but what does this word actually mean? How do you choose and evaluate digital math curriculum that best fits your district? In this webinar, we’ll highlight the Five Essential Elements of high quality math adaptive software and the specific questions to ask when evaluating the level of adaptivity in digital math curriculum. Hear from others who’ve navigated the process to understand how to develop your decisions.

2. Introductions
Annie Galvin Teich
Moderator and Presenter
Tech & Learning Contributing Editor

3. Speakers
Dr. Gregory Firn
Superintendent in Residence
DreamBox Learning
Dr. Tara Nattrass
Director of Elementary Education
Cabarrus County Schools

4. Agenda
More rigorous math standards have been
implemented across the country to equip students
with a deeper understanding of math principles.
Our purpose today is to provide information to help
districts evaluate adaptive math curriculum quality.

5. Poll Question #1
How would you rate your current understanding of
adaptive math solutions?
A. Unfamiliar
B. Somewhat unfamiliar
C. Somewhat familiar
D. Very familiar

6. Poll Question #2
What is the primary reason for attending today’s
webinar?
A. I want to stay educated on the latest technology solutions
B. My school/district needs to increase student achievement
scores in math
C. My school/district is getting ready to evaluate adaptive
math solutions
D. My school/district wants to evaluate DreamBox Learning
Math

7. New Math Standards
FOCUS – narrow the scope of content and prioritize depth in
key topics instead of shallow exposure to a large number of
topics.
COHERENCE – connect math topics within and between
grade levels so they make sense instead of isolating them.
RIGOR – three aspects:
Conceptual understanding
Procedural skill and fluency
Application in each grade

8. Promise of Adaptive Learning
Software captures student’s decisions and adjusts
student’s learning path to be “just right” through
individualized lessons.
Adaptive software also supports teachers with
formative data to ensure students are engaged and
self-directed.

9. District Strategic Planning
What goals do we want to support?
What problems with student learning are we trying to
solve?
What barriers are we trying to overcome?
Does the curriculum empower students and
teachers through informative, embedded
assessment?

10. Comparing Math Curriculum
KEY CRITERIA
Focus, coherence, and rigor
Deep learning and independent problem solving
Assessment and scaffolding
Individual learning paths
Classroom partnership

11. Criteria #1
Focus, coherence, and rigor – does each new topic
build upon the previous in a progression that results in
new and deeper mathematical insights for the student?
Does the program support the three elements of rigor:
conceptual understanding, procedural skill, and
application?

12. Criteria #2
Deep learning and independent problem solving –
To what extent does the program allow students to explore
solutions before being given the correct answer?
Do the digital lessons, tools, and games empower students
to design their own solutions that reinforce problem solving
and critical thinking skills?
Is there visual and auditory support for vocabulary
development, acquisition, and usage?

13. Criteria #3
Assessment and scaffolding – when and how is
assessment happening? Is it a separate activity or
embedded in the program so that students don’t notice? Is
there real-time feedback based on different actions the
student takes within the lesson?
What is the degree of adaptivity within and between the
lessons?
Does student engagement help develop growth mindset?

14. Criteria #4
Individual learning paths –the heart of personalized
learning. Are students allowed to exercise choice in order to
develop ownership of their learning? Or are lessons
predetermined?
Does the program support non-linear pathways to
conceptual development across topics and grade levels?
Do lessons progress in difficulty as students demonstrate
proficiency for skills and concepts?

15. Criteria #5
Classroom Partnership – how much control does the
curriculum program give the teacher? Can the teacher
assign specific content to students?
Is there a differentiation tool that allows teachers to choose
and assign content to meet the needs of specific students?
Are there diagnostic, standards-based reports?
Is there sufficient professional development to support
teachers’ successful implementation?

16. Putting it All Together
All of these criteria contribute to a deeper learning
experience in math. Understanding how each of these
strengthens essential math skills through personalized
learning experiences is critical for choosing the
program that best meets your district’s needs.

17. Our Journey

18. Building a Common Language
(Horn and Staker, 2015)
Blended Learning Technology-rich Instruction
A formal education program in which a
student learns at least in part through
online learning, with some element of
student control over time, place, path,
and/or pace:
At least in part in a supervised brick-and-
mortar location away from home;
And the modalities along each student’s
learning path within a course or subject
are connected to provide an integrated
learning experience.
Shares the features of traditional
instruction, but has digital enhancements:
Electronic whiteboards
Broad access to internet devices
Document cameras
Digital textbooks
Internet tools
Google docs
Online learning does not generally replace
face-to-face instruction for content delivery

19. Teachers at the Center of Implementation
Planning content and learning experiences
Differentiating and personalizing instruction
Facilitating critical thinking and higher-level learning
experiences
Classroom Management
Managing student learning experiences
Using data to determine learning experiences

20. Resources for Implementation
Content for Planning
Tools for Differentiation
Adaptive Tools
Learning Management System

21. Narrowing the Options

22. Teacher Evaluation
Evident or Not Evident
Alignment with the Implications of the CCSS for Mathematics
Not Present, Barely Evident, Evident in Some of the Materials,
Evident in the Majority of the Materials, Embedded
throughout the Materials
Equity
Assessments
Technology

23. Teacher Evaluation

24. Enduing Value: Transformative Impact
The Three C’s of impact that drive “choice”
Coherence of vison and mission
Trusted Colleague, Thought Partner
Sense of Urgency
Beyond Programming: Teaching and Learning
Reimagined
Prevention to Intervention

25. Q&A

26. DreamBox Learning® K–8 Math
Available in English & Spanish

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

28. Insight Dashboards
Tailored insights for every participant
of the learning experience.

29. This month we are headed to NCSM & NCTM!
Catch us at @DreamBox_Learn
Seeing is believing!
www.DreamBox.com/request-a-demo

30. We value your feedback!
Let us know how we’re doing:
https://www.surveymonkey.com/r/FT32PC2