DreamBox’s Personalized Approach to Educator Professional Development

Fast Facts

  • District serves 9 schools
  • Grades: K–12
  • Enrollment: 7,300 (2017-2018)
  • Free/Reduced-Price Lunch (FRL): 14%

DreamBox Implementation

  • District-wide in K-5
  • 1:1 Devices
  • Small Group Instruction
  • Customized PD Plan
During our first full year of implementation, professional learning was a key factor to our success. It was important that professional development went beyond just learning about the program, but also focused on refining instructional strategies.
Dr. Lynn Simmers,

Asst. Superintendent,
Southwest Allen County Schools

Challenge

For Southwest Allen County Schools in Fort Wayne, Indiana, a focus on closing learning gaps meant adjusting instruction to give students more opportunities to use and apply mathematics. Recognizing that shifting math learning toward a more personalized approach was necessary, the district strived to find a solution that empowered both educators with in-depth knowledge of each student while also providing individual students with learning opportunities adapted to their level of readiness.

Solution

District administrators, principals and teachers decided that a digital program that enables differentiation and personalization was required. Any instructional resource they used would have to effectively address learning gaps, enable enrichment, and provide individualized, curated instruction. 

The district reviewed a number of different programs, including Dreambox Learning Math. Through the evaluation process, the district found that DreamBox was the most effective tool to empower their teachers to differentiate instruction and personalize learning for each student. DreamBox reports also allowed the district to easily track student learning growth and proficiency against standards.

Recognizing that using adaptive learning technologies would be new for many teachers, the district spearheaded a pilot program for teachers interested in trying DreamBox in their classroom. Over 100 teachers participated in the pilot. What immediately differentiated DreamBox from other programs was clear to Simmers and the teachers. “Students are constantly assessed through the math play and are then delivered lessons that are appropriate for them, at their individual level of readiness. It’s not about memorization or repetition, but deep understanding of mathematical concepts. It’s about learning,” says Simmers. With unanimous positive feedback during the first year of implementation, DreamBox became a key component of the district’s math instructional framework during the 2015–16 school year.

Implementation

Southwest Allen County Schools have a one-to-one ratio for students and technology so the expectation to utilize technology in and out of the classroom as a means of growth and development is both encouraged and expected. Because the success of any program is dependent on it being used with fidelity, Dr. Simmers and a DreamBox Learning Professional Development Specialist created a customized professional development plan for teacher enrichment focused on the practical application of effectively leveraging technology as a key element of their math instructional framework and how to use the valuable insights and information about their students to further customize their own instruction.

Once they were up and running with the program, educators used DreamBox during one-on-one and small group instruction in the classroom. Additionally, they used it as way to continue the momentum of math learning when school was closed to inclement weather. “The one-to-one initiative coupled with the highquality curriculum offered by DreamBox allowed us to continue the momentum of math learning during days when schools were closed due to inclement weather,” says Simmers. “During these eLearning days, students are expected to sign into DreamBox and complete lessons that support what would have been covered in class or as part of their small group instruction.” The added benefit is the teachers can see which lessons students have completed, and how they are progressing.

Results

After a successful pilot year and subsequent first full year of implementation across all 114 Southwest Allen County Schools classrooms, DreamBox will continue to be used to support core math instruction.

“Our students’ overall growth in math as measured by a variety of assessments (i.e., NWEA, classroom assessments) has increased based upon our usage of DreamBox, the implementation of a guided math framework and quality core instruction. Teachers know and are able to talk about their students as mathematicians with the use of formative data from DreamBox as well as use this information to scaffold and personalize instruction to help ensure the growth of all students.”

More Case Studies

Southwest Allen County Schools

DreamBox’s Personalized Approach to Educator Professional Development

Now in its second year of district-wide implementation, teachers at all six elementary schools in Southwest Allen County Schools are finding success with DreamBox. Students are experiencing overall growth on the NWEA MAP assessment and teachers consider DreamBox Learning to be a key component of that success.
Read Full Story

Fayette County Public Schools

Fayette County Doubles Growth on the Renaissance Star Math®

The scaled score growth from Fall 2016 to Spring 2017 of students in Grades 1–7 who completed at least five DreamBox lessons per week was 97 percent higher than the STAR growth of student who didn’t use DreamBox. Furthermore, approximately 80 percent of Fayette County’s K–5 math teachers are now fully and consistently on board with small group instruction and DreamBox. Most educators confidently engage in routine, small group models using DreamBox as a key part of their rotation.
Read Full Story

Westport K–5 Elementary School

Driving Personalized Math Instruction in a Title I Focus School

In 2016, Westport achieved a 98 percent growth in student standards on DreamBox. In September 2016, 56 percent of students were working on first grade standards, and by October, 10 percent of that group had moved up to second grade standards. “Immediately we started seeing change,” says Dorsey. By the end of the year in May, only 5 percent of the population were still working on kindergarten standards. The school’s proficiency on an external District Standardized Assessment increased by 36 percent, the largest amount in several years. As Dorsey says, “We know that DreamBox is helping us bridge the gap to make significant growth for students.” Dorsey indicates, not only does it bridge the gap, but also assists with grade level expectations and growth.
Read Full Story