Why “Unfinished Learning” was a Math Problem Long Before the Pandemic – Watch On-Demand Video Now

Doug Haynes and Angela Langley: Personalizing Math to Close Gaps

Angela Langley, Dean of Math and Student Data Analysis, and Doug Hayne, CEO, both of Rocky Mount Prep describe why they made the transition to blended learning to close gaps, and how DreamBox ‘leveled the playing field’ for their students.

DH: I’m Doug Haynes. I’m the CEO of Rocky Mount Prep.  We are Charter School at Rocky Mount, North Carolina.

AL: I’m Angela Langley, Dean of Mathematics and Student Data Analysis with Rocky Mount Prep.
DH: And when I was hired, we made the decision to convert to Blended Learning and that was a big undertaking.  We had to make a lot of changes in our school, facility was, but we also had to look at curriculum, how do we want to use technology to help close gaps for our kids.  And we spend a lot of time looking at schools that work around the country and schools that were doing this and one program continue to come up, it was DreamBox.  And so, we made the decision to reach out to DreamBox and try to get some demos going and figure out what happens with that and we’ve been very pleased so far with the results we’ve got.

AL: DreamBox learning gave our students an advantage.  It gave us an opportunity to personalize mathematics to each one of our students.  Our students were coming to us at least one year, sometimes two years behind in math, and with our state change and ever to common core; we knew that there was a deficit for our kids.  So, the best way to do it was to able to level the playing field and with the adaptive technology that DreamBox Learning offers to the students in math, that’s exactly what we got.  We got technology that the teachers could use.  We had technology that was easy to implement in a lab rotation which is the way our school operates.  So, now we’re able to move our kids forward in math and fill in the gaps that they have.  DreamBox is moving our kids forward.  We saw some of our students make more than year’s growth in mathematics and then hand in hand with our Singapore Method of we’re using mathematics in the classroom.  It’s been a nice compliment.  Not all of our state cores or where they need to be but we know our students are moving forward in growth is happening and at the end of the day, it’s about the child growing, it’s not about a states core.