May 17, 2016 10:13 pm - By in Uncategorized

From intervention to universal growth

Challenge Close Learning Gaps with At-Risk Students and Promote Overall District Growth in Math DeKalb Central School District administrators identified that a percentage of their students required math intervention when results on the Indiana Statewide Testing for Educational Progress Plus

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May 22, 2015 9:52 pm - By in Uncategorized

Engagement and Motivation Speed Learning Gains

Challenge Equity for all students “We desperately needed a K–8 continuum solution to provide equity for our students, especially in Tier 2 and 3. It’s hard to find a program that would provide the instructional data we needed to make

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May 5, 2015 9:17 pm - By in Uncategorized

Making an Impact with Response to Intervention (RTI)

Results at a Glance S. L. Mason Elementary achievement scores grew more than 10 percentage points in just one year DreamBox Learning® Math was adopted by S. L. Mason Elementary in Valdosta, Georgia at the beginning of the 2013–14 school

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January 26, 2015 1:00 pm - By in

Webinar: Strategies for Planning Summer School for Math Intervention

As the time to plan summer school programs gets underway, our community is providing this webinar as a resource to assist in your development process. Fellow educators will share their insights around what a successful summer school implementation that increases

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August 29, 2014 11:10 pm - By in Uncategorized

Exceeding API by 10 points in 1 Year

When Dr. Cynthia White became principal at Cleveland Elementary, it was the lowest performing elementary school in the Santa Barbara district. Read how Cleveland’s Academic Performance Index (API) score, a value-added calculation of testing data and expected outcomes, grew by 15 points in just one year—10 points more than the target provided by the state. It was the school’s largest year-over-year increase since the API system went into effect five years ago.

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August 28, 2014 11:38 pm - By in Uncategorized

Supporting Blended Learning, Personalized Learning and the Common Core

The Christina School District in Delaware, comprised of both urban and suburban schools with a diverse group of learners, is the largest district in the state of Delaware. With a recent Race to the Top award, the district became interested in how technology could be used to improve their math instruction. Read the case study to learn how DreamBox Learning Math helped to significantly increase test scores in just one year—increasing the math proficiency of third to fifth grade students by as much as 43 percent in just eight months.

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April 27, 2014 11:03 pm - By in Uncategorized

Mitigating Summer Learning Loss

4.1 months in math achievement in just 4 weeks Challenge Combating the summer brain drain Students in the countries outpacing the United States in academic success attend school for 30-45 days more per year than US students. It’s a fact

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April 27, 2014 10:44 pm - By in Uncategorized

Differentiation for Diverse Learners

After a long history of academic success in a school with demographic challenges, STAAR scores took a sudden and dramatic downturn among third grade students last year. Principal Yolanda Rodriguez and Instructional Specialist Rodolfo Ramos realized they needed a new math approach that would work for students with diverse abilities that would still support changing state standards. DreamBox offered the differentiated math instruction and engaging visual environment that is effective in a diverse, multilingual implementation to lay the groundwork for long-term success.

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April 25, 2014 4:38 am - By in Uncategorized

Middle School Math Success

Approximately 12 percent of 6th grade students at Isaac E. Young Middle School were identified as needing math intervention. In addition, many of the middle school teachers were not trained to provide (or weren’t comfortable providing) math basics to students performing significantly below grade level or teaching elementary math fundamentals at the K–5 level. Learn how DreamBox Learning helped to bridge gaps in math understanding and students performance.

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