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Building Blocks for College Readiness
     An Overview of NGLC Wave II Grantees

In January 2011, Next Generation Learning Challenges put
out a call for interactive, digital content and tools aligned
to the forthcoming Common Core Standards. Wave II,
“Building Blocks for College Readiness,” challenged
innovators and developers to create and refine learning
modules for 7th – 9th grade core content that could be
mixed and matched as part of a larger curriculum. More
than 230 people applied, describing games, simulations,
online curriculum, and assessment tools for teachers and
students. Of them, NGLC selected 19 final winners in June
2011.

The winning grant projects include online simulations that immerse students in authentic, real-world
experiences (helping them draft political arguments, run sports networks, or work on a virtual power
grid) and games that weave math and literacy into engaging scenarios such as a health mystery on an
island, an alien invasion, or an epic quest. They include platforms to help teachers create and share
Common Core-aligned content and assessment tools for providing feedback and support to both
teachers and students.

For more than a year, these grantees have worked to refine, test, and further scale their innovations. In
December 2012, we gathered them together to learn more about their work, their challenges, and their
plans for the future. The following images are from posters they each developed to showcase their
innovations at the convening.

 By the Numbers:

 •   47,439 Students served by Wave II innovations during
     the grant period
 •   11 Projects that target math, primarily
 •   3 Projects that target STEM (physics and
     engineering), primarily
 •   3 Projects that target literacy, primarily
 •   1 Project that targets civics
 •   10 ―Proof of concept‖ projects
 •   9 ―Early stage adoption‖ projects                                    To read individual grantee profiles,
                                                                               scan the QR code above.
CAST, Inc.
Universal Design for Learning Modules

CAST, in collaboration with science curriculum
developer Education Development Center
(EDC), has created a series of next generation
learning modules (or curriculum units) that
address the urgent call for high-quality science
content tied to the Common Core Standards at
the high school level. Termed Foundation
Science-UDL Physics, these learning modules
are based on EDC’s Foundation Science
curriculum and comprise 8 to 12 weeks of
instruction.
                                                   We’re looking for partners to
                                                   help us:

                                                   •   Create a sustainability plan
                                                   •   Expand analytic system
                                                   •   Go mobile
                                                   •   Advertise and market

Key Accomplishments:

                           ―This is mad work, but its easier…‖
                     –9 th grade student after using UDL modules



•   Completion and launch of 12 week UDL Physics curriculum for free and public use;
•   Research and evaluation indicates significant promise of modules to broaden
    participation and physics outcomes among diverse students

              Contact: Gabrielle Schlichtmann, gschlichtmann@cast.org
Classroom, Inc.
The Sports Network
The Sports Network-2 is a 20-hour online literacy game that
puts students in the role of managing director of a sports
media company and presents them with a rich array of
reading and workplace experiences. Within a virtual
simulation, students move through five online game quests
and collaborate offline in jam sessions. As they encounter
authentic workplace challenges, they must analyze
informational text in order to reach their ultimate goal of
drawing a large teen audience to The Sports Network-2.
Based on their results, they are seamlessly directed to a
support or challenge activity, increasing their mastery of the
material. Partnering with Filament Games and the Learning
Games Network, Classroom, Inc. has delivered an online
literacy game in which students’ reading skills are
continuously being assessed based on four 8th grade
Common Core State Standards for reading informational
text.

Key Accomplishments:

•   Classroom, Inc. (CI) successfully developed and pilot tested Reading in the Real World: The Sports
    Network-2 (TSN-2)—one of the only learning games focused on CCSS in Reading Informational
    Text--with over 400 NYC and Chicago students in just seven months from inception to completion.
•   Teachers reported that TSN-2 was a valuable and engaging learning experience for their
    students, and we learned students can read the rigorous kind of text the CCSS calls for within the
    environment of in an engaging learning game. “My students . . . absolutely love using [TSN-2]. I
    have students who are very low level readers, but are excelling at this program.”
•   TSN-2 embedded assessment results are strongly correlated to MAP testing results, validating
    TSN-2 as a tool that truly addresses and assesses CCSS in Reading Informational Text.


We’re looking for partners to help us:

•   Secure investments and funding to develop and disseminate three new Reading in the Real World
    next generation literacy programs for middle school students.
•   Raise awareness and distribute The Sports Network-2 to urban schools nationwide.
•   Plan and execute broad dissemination of our new Reading in the Real World next generation
    literacy programs into urban middle schoolsand transition to high school programs.


                Contact: Jane Canner, jcanner@classroominc.org
DaVinci Minds
WhyPower                Integrated Math, Science, Career Education for Middle School


WhyPower improves learning outcomes and
promotes 21st century skills through an integrated
middle school math, science and careers
curriculum. The platform for delivery is Whyville,
the learning-based virtual world for teens and
tweens. In WhyPower, students interact with a
virtual power grid, learn math and science, and
earn virtual energy career badges. WhyPower
lesson plans are cross-matched to Texas
standards in math, science, and career education
and to Common Core math standards, and include
a tool to connect academic learning to local career
pathways and jobs.


Key Accomplishments:

•   By the Numbers: 880 students, 650 evaluations, 17 schools in three ISDs
•   Three new lesson plans and teacher training videos
•   New Power Planner activity focuses on fractions, ratios and proportions
•   Embedded assessment student and class profiles
•   Statistically significant improvement in career awareness among middle schoolers
    and in math interest among previously disinterested students
•   Two publications in progress

We’re looking for partners to help us:

•   Promote and sell the WhyPower program around the U.S.
•   Create bundles of like-minded, complementary products

                        Contact: info@davinci-minds.com
Education Development Center
Wordplay Games

Wordplay Games is a suite of narratively and
conceptually linked online games that uses
high-frequency social studies and science
words to help students develop vocabulary
skills. Code Invaders is a single-player game
in which players familiarize themselves with
multiple-meaning words they will use as they
fulfill their mission. Cipher Force, a team
game, pushes students to think more explicitly
about the different meaning of words. The
social aspect of Cipher Force also encourages
players to articulate and reflect on their ideas
about the words and their various meanings.
Key Accomplishments:

•   Students say that this tool is fun to play and gets you thinking about words and
    what they mean.
•   Teachers like this tool because it gives their students an opportunity to
    rehearse a specific dimension of reading comprehension that isn’t otherwise
    addressed in middle-school classrooms outside of remedial reading instruction.
•   We think it’s valuable because teachers think it meets an important need,
    students enjoy playing it, and evidence from game play tells us students are
    engaging in the kinds of thinking we want to support.

We’re looking for partners to help us:

•   Spread the word about Wordplay Games.




                Contact: Jay Bachhuber, jbachhuber@edc.org
Gooru
www.goorulearning.org

Gooru is a free search engine for learning
developed by a non-profit organization
whose mission is to honor the human right
to education. Students and teachers use
Gooru to search for collections of
multimedia resources, digital textbooks,
videos, games and quizzes created by
educators         in       the       Gooru
community.     Collections are aligned to
standards and currently cover every 5 th-12th

grade math, science and social science
topic, with more subjects coming soon.

Key Accomplishments:

•   Gooru has made its way across the United States and the rest of the world with
    over 120,000 teachers and students using Gooru to create collections, study
    with enriched quizzes, and teach and learn.
•   Gooru has millions of educational resources and thousands of collections and
    quizzes that are aligned to Common Core Standards for Math and California
    Science Curriculum Standards.

We’re looking for partners to help us:

•   Leverage       Gooru    Technology   in        their     own      applications
    and products
•   Develop       their    curricula,  share         their     expertise      and
    materials through Gooru


                       Contact: info@goorulearning.org
iCivics, Inc.
Drafting Board

iCivics is an online civic education platform
founded and led by Justice Sandra Day
O'Connor. We developed Drafting Board to
advance content-based literacy, critical
thinking, and give students the tools they need
to argue effectively about issues that matter to
them. Drafting Board modules explore civics
content more deeply, teach skills required by
the Common Core Standards, engage
students in deeper learning, and ultimately
prepare them for college, career, and
citizenship.


Key Accomplishments:

• An independent evaluation of more than 4,5000 students was
  conducted by Tufts University and found Drafting Board increased
  engagement and improved argument writing.
• iCivics resources, including Drafting Board, are free and accessible.
  Educator accounts provide teachers with customized tracking, student
  assignment capabilities, and intra-class discussion functionality.

We’re looking for partners to help us:

• Distribute               and              raise           awareness
  about iCivics’ free and engaging resources.

Contact: Jeff Curley, jeff.curley@icivics.org
Imagine Education
Ko’s Journey
The ancient approach of teaching through story-
telling takes on new meaning in Ko’s Journey, a
web-based game that sends students on a rite-of-
passage journey filled with purposeful, meaningful
math that’s aligned with the Common Core State
Standards. Fast becoming ―America’s Favorite
Math Game,‖ Ko’s Journey is currently the only
math game where problems are fully integrated
into the context of a story. Online play is
complemented by live-action videos explaining
how the math mastered in the game relates to real-
life situations and standardized tests. Student
progress and assessment are automated and
accessed through a secure administrator
dashboard.
Key Accomplishments:

•   We rebuilt Ko’ Journey into a truly viable commercial product.
•   We partnered with Florida Virtual School to integrate Ko’s Journey into one of their on-
    line math courses.
•   We launched a pilot program with 10 low-proficiency schools across the nation that
    included a research study with over 1000 students.
•   We built a feature-length documentary about our pilot program interweaved with an
    exploration into the pedagogical depths of why America’s students are failing at math.

We’re looking for partners to help us:

•   Find and secure additional funding.
•   Make district-level connections.
•   Generate press and media.

             Contact: Scott Laidlaw, scott@imagineeducation.org
Watch, teach, assign.
                                                                  2,000 Common Core
                                                                  lessons.




LearnZillion is an online, collaborative, Common Core curriculum platform with
lessons, resources, assessments, and activities created by some of the country’s
best teachers. Our platform includes:

• Nearly 2,000 Common Core lessons for both math and English/language arts
• Videos that highlight pedagogical content knowledge—the expertise to
  demonstrate new concepts in ways that make sense to students
• Downloadable resources and online assessment items to compliment lessons
  and measure student learning

Key Accomplishments:

•   2,000 Common Core lessons with activities, assessments and resources
•   35,000+ teacher users across the U.S. and growing strong
•   Used nationwide for professional development and personalized learning
•   Endorsed by state DOEs including New York, Georgia, and California


We’re looking for partners to help us:

•   Raise awareness. We want teachers to know that this resource
    is available to them. It’s easy to use, it saves them time, and it
    puts great instruction at their fingertips so that they can better
    meet the needs of their students.


         Contact: Eric Westendorf, ericwestendorf@learnzillion.com
Louisiana Department of Education
Louisiana Virtual School

The Louisiana Department of Education's
Louisiana Virtual School (LVS) program
incorporates a multitude of twenty-first century
digital tools which engage students in a
technology-rich environment and access to              Space for
CCSS learning modules. LVS uses several                 Photo
tools that are open educational resources or
available through an educational license
purchase, such as GeoGebra, LiveScribe
SmartPens, Wimba and Atomic Learning
Tutorials to enhance courses originally
developed for LVS.

Key Accomplishments:
• Developed CCSS aligned learning modules for Descriptive Statistics
• Developed interactive learning activities that would engage students
  and address diverse learning styles
• Analyzed EOC Test Scores as a component of program evaluation
• Planned new directions with launching of iPad Pilot
• Planning repository access of modules
• Exploring statewide rollout to stakeholders


We’re looking for partners to help us:
• Incorporate digital game-based activities with
  assessments to enhance student understanding
  and motivation.

  Contact: Margo Murphy, margo.murphy@la.gov
MIT
The Labyrinth Challenge
Labyrinth Challenge is a nationwide
competition to encourage and evaluate the
use of a puzzle adventure game which
teaches middle school mathematics. Playing
on teams, students will not only learn the big
ideas of pre-algebra, but they’ll also
demonstrate twenty-first century skills such as
collaboration, problem solving, and media
literacy. The contest will be open to students
regardless of ability level, and all schools that
compete will receive recognition.
Key Accomplishments:

•   Reached over 25,000 students and 1,800 teachers nationwide
•   Game design encouraged self directed learning, experimentation, and
    iterative investigation
•   Puzzles were aligned to Common Core pre-algebra standards and taught
    practical analytical, computational and problem-solving skills.
•   Quality art, narrative, and gameplay fostered engagement
    and persistence

We’re looking for partners to help us:

• Share innovative methods for game- and project-based
• learning
• Address the challenges of implementing for evaluating massively
  multiuser projects for minors
• Discuss methods of fostering the process of scientific analysis and
  discovery, rather than just STEM content

                 Contact: Caitlin Feeley, cfeeley@mit.edu
NC State University
CRYSTAL ISLAND: Lost Investigation
Crystal Island: Lost Investigation is a game-
based learning environment for middle grade
literacy and microbiology. The game features
a science mystery about an epidemic that has
struck a team of researchers stationed on a
remote tropical island. The student’s objective
is to identify the spreading illness, recover
scattered pieces of another scientist’s notes,
and recommend a treatment plan. To solve
the mystery, students synthesize information
from conversations with virtual characters,
books and articles comprised of complex
informational text, and test results from virtual
laboratory equipment.

Key Accomplishments:

• Crystal Island is aligned with curricular standards in reading and science, and it
  has garnered enthusiastic responses from school partners for reaching students
  “where they are” by using state-of-the-art game technologies.
• Crystal Island was successfully deployed in two rural school districts with over
  1200 students in a multi-week curricular unit.
• Classroom studies revealed statistically significant improvements in students’
  reading and science test scores.

We’re looking for partners to help us:

•    Expand school-based deployments nationally while
     addressing emerging curricular standards in reading and
    science.

                   Contact: James Lester, lester@ncsu.edu
SMALLab Learning, LLC
SMALLab Learning creates embodied learning
environments that integrate innovative virtual
technologies and contemporary research from the
learning sciences. Using skeletal tracking sensors
– like Kinect for Xbox – we design content that is
kinesthetic and gets students out of their seats.
We have created a curriculum on Simple Machines
using gesturally congruent movements to teach
about the conservation of energy and mechanical
advantage in a highly collaborative manner. In
addition, new, in-process assessment measures
were created.


Key Accomplishments:

•  Creation of multi-day curriculum on Simple
   Machines.
• Dissemination of 7 original KINECT games
  on Gears and Levers (available for free at
   smallablearning.com).
• Creation of ASSET survey and in-game process
   metrics.
• Recruitment of hundreds of 7   th and 8th graders

   for an ongoing efficacy study.

We’re looking for partners to help us:

•   Distribute content to middle and high schools;
    especially high tech schools.
•   Partners interested in developing innovative
    embodied content for science and language arts.


               Contact: David Birchfield, David@smallablearning.com
                    Mina Johnson, Mina@smallablearning.com
Thirteen/WNET

Get the Math is a free resource that mixes video and web
interactivity to help middle and high school students develop
algebraic thinking skills for solving real-world problems.
Drawing on conventions of popular reality shows, video
segments begin with profiles of charismatic young
professionals working in fashion, videogame development,
music production, the restaurant industry, basketball, and
special effects. They pose challenges connected to their jobs
to two teams of teens. Viewers can tackle the challenges
themselves using interactive tools and hints before watching
a video that shows the teams’ solutions. Students then can
deepen their understanding of the algebra concepts explored
through additional interactive challenges.Teachers can visit
the website for lessons plans aligned to the Common Core
Content and Practices, student handouts, solutions with
multiple strategies, and a training video showing how to use
Get the Math in the classroom.

Key Accomplishments :
• An independent evaluation found that GTM prompted more sophisticated algebraic reasoning
   in students, while boosting STEM interest and learning. After using GTM, two-thirds of the
   students said they could name ways algebra is used in the world beyond the classroom.
• WNET expanded adoption in the 2011-2012 school year, reaching thousands of students
   through training and implementation efforts.
• More than 69,000 unique visitors have visited the GTM website, generating more than
   390,000 pageviewsto date.
• The program has aired on public television stations in nearly 50 percent of all US markets.
• A partnership with the National Council of Teachers of Mathematics has enabled us to reach
   their national and regional educator networks through e-blasts, publications, and a webinar.
• GTM continues to garner awards, including the NETA Award for Instructional Media, New York
   Emmy, Webby Award, Parents’ Choice Award, and a nomination for the 2012 Japan Prize.

We’re looking for partners to help us:
• Spread word about Get the Math to more teachers and administrators
   across the country, and train them in using the materials.
• Develop additional modules covering more of the Algebra I curriculum.


Contact: Jill Peters, peters@thirteen.org
Texas Tech University
APS4Math
The main objective of this ―proof of concept‖
project is to increase students' mathematics
problem solving (modeling) skills by incorporating
modularized adaptive practice based on learner
characteristics (e.g., learning performance). An                  zzxczxc
                                                                 Space for
adaptive web based tutorial was tailored and
incorporated into high school and middle school                   Photo
mathematics classrooms. A key characteristic of
the tutorial is the integration of assessment and
teaching components. While students solve                With APS4Math students:
                                                         • study algebra problems at
problems, their knowledge and skills are
                                                           their own pace,
continuously monitored, and assessment items
                                                         • receive timely hints, feedback
and scaffolds are adapted to student knowledge             and support,
and skill levels.                                        • have access step-by-step
                                                           support and
                                                         • can self-monitor their progress
Key Accomplishments:

•   Initial evaluations of the tutorial support the effectiveness of the tools showing
    significant improvement in student problem solving skills.
•   Learning gains were substantially higher for students with low prior knowledge.
•   Field observations indicated that when students use the tutorial, they are
    actively engaged in learning process.
•   Participating teachers liked the tutorial and requested to use the tutorial in
    subsequent semesters and for additional courses.

We’re looking for partners to help us:

•   Write more practice questions that are aligned with state
    Mathematicsstandards.
•   Assist with the writing of various question components.


                   Contact: Fethi Inan, inanfethi@gmail.com
Contact:   Beverly Woolf, bev@cs.umass.edu
University of South Florida St. Petersburg
 SunBay Digital Mathematics
SunBay Digital Mathematics uses dynamic
representations (graphs, tables, equations, and
pictorial simulations in motion) to engage middle
grades learners in complex mathematics
concepts. Within a curricular activity system,
teacher practice is impacted by the intensive
professional development needed to engage
students in learning challenging mathematics
using research-based replacement learning
modules.      SunBay       Digital    Mathematics
emphasizes foundational ideas critical to
students’ deep conceptual understanding of
mathematics, helping students at all skill levels
bring these concepts to life.


 Key Accomplishments:

 •   Student learning gains
 •   Two-tiered professional development
 •   Changes in teachers’ technological pedagogical content knowledge
 •   Institutional changes

 We’re looking for partners to help us:

 •   Discuss the dilemma of a quick fix rather than
     the sustainable change that comes as the result of
     providing an intervention comprising of
     a comprehensive curricular activity system.



                  Contact: Vivian Fueyo, vfueyo@mail.usf.edu
University of Wisconsin-Madison
CoMPASS - Physics
CoMPASS-Physics uses a technology-rich, interactive
learning environment that enhances digital and science
literacy and promotes a deep understanding of science
content. Available tools include: a digital textbook;
design challenges; and embedded assessments in
scientists’ journals - where students record data, write
predictions and questions, and generate explanations
using evidence-based justifications.

Key Accomplishments:
• Participating students in grades 6-8 in all three school districts made significant gains on tests of
 content knowledge and science practices
• Students especially with low and medium levels of prior knowledge of content and science
 practices made significant gains from pre- to posttest with large effect sizes
• Waunakee Community School and Monona Grove School Districts cite CoMPASS as an important
 influence on students’ overall gains in science achievement on standardized assessments


• Many participating students expressed confidence and interest in becoming engineers:
          • “The science program will help me a lot. … This helped me to choose my career for in the future.
            Engineering is really fun and I think being an engineer is right for me.”
          • “…knowing this would change my life because I would have a better chance of getting a job or
            maybe even going to college. Or I might decide to become an engineer and I would get the job…”
• Teachers expressed keen interest in continuing the project. Teacher feedback on external
 evaluations highlight strengths of project:
        • “Science used to be a memorization of vocabulary and facts. It is now finding the relationships
          between ideas and using the important vocabulary on a day to day basis. Students also collaborate,
          discuss ideas, analyze data, and learn real science skills.”
        • “The students are learning the content in a real, deep, motivating, engaging way.”
        • “The students liked the idea of thinking like scientist(s) and engineers. They enjoyed the computer
          simulations and were eager to explore on their own.”
We’re          looking          for        partners           to        help          us         fund     the:

• Development and testing of a CoMPASSeTextbook for tablets
• Development and pilot testing of life science materials
• Continuation and expansion of CoMPASS-Physics in Milwaukee Public Schools


 Contact: SadhanaPuntambekar,
 puntambekar@education.wisc.edu
Contact:
David Burghardt, m.d.burghardt@hofstra.edu
Deborah Hecht, dhecht@gc.cuny.edu
Jennie Chiu, jlchiu@virginia.edu
Worcester Polytechnic Institute
                                                A Formative Assessment Tool for Teachers.

                                                                                      Detailed data
                    Teachers select                  Students get                   allows teachers
                        or create                     feedback as                       to adjust
                     questions and                  they workwhile                   instruction and
                    assign them in a                    teachers                       students to
                      problem set.                   monitor their                  change the way
                                                        progress.                        they are
                                                                                        learning.




It all starts with the teacher.                                                "The conversations we
                                                                              have as a class analyzing
    Awareness                       Training                Support               the data are quite
                           HI!
                                                                             meaningful. I can now say
                           I'll take care of                                   that I can not imagine
                           him! I'll sit with
                           him and go                                              teaching without
                           through the
                           slides you sent.                                    ASSISTments. Having a
                           Thanks!
                           Adrienne
                                                                               daily pulse on what my
                                                                             students truly understand
                                                        Users Share
                                                                                is more than a dream
                                                                                     come true."
Key Accomplishments:
   •   Developed online professional development
   •   Doubled the number of users
   •   Developed a plan to take ASSISTments to 1 million students
   •   Created an API to allow integration with others (so SIS’s can pay us to
       allow them to pull ASSISTments data into their grade-books).
   •   Created relationships with business partners (e.g., School Information
       Systems, publishers, and non-profit organizations like NAESP and CFY).
   •   Bid on Race to the Top, Ohio and MA IIS to provide ASSISTments to 3
       million students.
   •   Applied for and won a $3.5 million grant to test the effectiveness of
       ASSISTments.
   •   Won ONR funding with another NGLC grantee to work together.
We’re looking for partners to:
   • Bid with us on state-level and district-level vendor contracts.                    Contact:
   • Use our API for assessments on their platforms.                               Cristina Heffernan
   • Incorporate ASSISTment data into their School Information Systems.               ch@wpi.edu

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Building Blocks for College Readiness

  • 1. Building Blocks for College Readiness An Overview of NGLC Wave II Grantees In January 2011, Next Generation Learning Challenges put out a call for interactive, digital content and tools aligned to the forthcoming Common Core Standards. Wave II, “Building Blocks for College Readiness,” challenged innovators and developers to create and refine learning modules for 7th – 9th grade core content that could be mixed and matched as part of a larger curriculum. More than 230 people applied, describing games, simulations, online curriculum, and assessment tools for teachers and students. Of them, NGLC selected 19 final winners in June 2011. The winning grant projects include online simulations that immerse students in authentic, real-world experiences (helping them draft political arguments, run sports networks, or work on a virtual power grid) and games that weave math and literacy into engaging scenarios such as a health mystery on an island, an alien invasion, or an epic quest. They include platforms to help teachers create and share Common Core-aligned content and assessment tools for providing feedback and support to both teachers and students. For more than a year, these grantees have worked to refine, test, and further scale their innovations. In December 2012, we gathered them together to learn more about their work, their challenges, and their plans for the future. The following images are from posters they each developed to showcase their innovations at the convening. By the Numbers: • 47,439 Students served by Wave II innovations during the grant period • 11 Projects that target math, primarily • 3 Projects that target STEM (physics and engineering), primarily • 3 Projects that target literacy, primarily • 1 Project that targets civics • 10 ―Proof of concept‖ projects • 9 ―Early stage adoption‖ projects To read individual grantee profiles, scan the QR code above.
  • 2. CAST, Inc. Universal Design for Learning Modules CAST, in collaboration with science curriculum developer Education Development Center (EDC), has created a series of next generation learning modules (or curriculum units) that address the urgent call for high-quality science content tied to the Common Core Standards at the high school level. Termed Foundation Science-UDL Physics, these learning modules are based on EDC’s Foundation Science curriculum and comprise 8 to 12 weeks of instruction. We’re looking for partners to help us: • Create a sustainability plan • Expand analytic system • Go mobile • Advertise and market Key Accomplishments: ―This is mad work, but its easier…‖ –9 th grade student after using UDL modules • Completion and launch of 12 week UDL Physics curriculum for free and public use; • Research and evaluation indicates significant promise of modules to broaden participation and physics outcomes among diverse students Contact: Gabrielle Schlichtmann, gschlichtmann@cast.org
  • 3. Classroom, Inc. The Sports Network The Sports Network-2 is a 20-hour online literacy game that puts students in the role of managing director of a sports media company and presents them with a rich array of reading and workplace experiences. Within a virtual simulation, students move through five online game quests and collaborate offline in jam sessions. As they encounter authentic workplace challenges, they must analyze informational text in order to reach their ultimate goal of drawing a large teen audience to The Sports Network-2. Based on their results, they are seamlessly directed to a support or challenge activity, increasing their mastery of the material. Partnering with Filament Games and the Learning Games Network, Classroom, Inc. has delivered an online literacy game in which students’ reading skills are continuously being assessed based on four 8th grade Common Core State Standards for reading informational text. Key Accomplishments: • Classroom, Inc. (CI) successfully developed and pilot tested Reading in the Real World: The Sports Network-2 (TSN-2)—one of the only learning games focused on CCSS in Reading Informational Text--with over 400 NYC and Chicago students in just seven months from inception to completion. • Teachers reported that TSN-2 was a valuable and engaging learning experience for their students, and we learned students can read the rigorous kind of text the CCSS calls for within the environment of in an engaging learning game. “My students . . . absolutely love using [TSN-2]. I have students who are very low level readers, but are excelling at this program.” • TSN-2 embedded assessment results are strongly correlated to MAP testing results, validating TSN-2 as a tool that truly addresses and assesses CCSS in Reading Informational Text. We’re looking for partners to help us: • Secure investments and funding to develop and disseminate three new Reading in the Real World next generation literacy programs for middle school students. • Raise awareness and distribute The Sports Network-2 to urban schools nationwide. • Plan and execute broad dissemination of our new Reading in the Real World next generation literacy programs into urban middle schoolsand transition to high school programs. Contact: Jane Canner, jcanner@classroominc.org
  • 4. DaVinci Minds WhyPower Integrated Math, Science, Career Education for Middle School WhyPower improves learning outcomes and promotes 21st century skills through an integrated middle school math, science and careers curriculum. The platform for delivery is Whyville, the learning-based virtual world for teens and tweens. In WhyPower, students interact with a virtual power grid, learn math and science, and earn virtual energy career badges. WhyPower lesson plans are cross-matched to Texas standards in math, science, and career education and to Common Core math standards, and include a tool to connect academic learning to local career pathways and jobs. Key Accomplishments: • By the Numbers: 880 students, 650 evaluations, 17 schools in three ISDs • Three new lesson plans and teacher training videos • New Power Planner activity focuses on fractions, ratios and proportions • Embedded assessment student and class profiles • Statistically significant improvement in career awareness among middle schoolers and in math interest among previously disinterested students • Two publications in progress We’re looking for partners to help us: • Promote and sell the WhyPower program around the U.S. • Create bundles of like-minded, complementary products Contact: info@davinci-minds.com
  • 5. Education Development Center Wordplay Games Wordplay Games is a suite of narratively and conceptually linked online games that uses high-frequency social studies and science words to help students develop vocabulary skills. Code Invaders is a single-player game in which players familiarize themselves with multiple-meaning words they will use as they fulfill their mission. Cipher Force, a team game, pushes students to think more explicitly about the different meaning of words. The social aspect of Cipher Force also encourages players to articulate and reflect on their ideas about the words and their various meanings. Key Accomplishments: • Students say that this tool is fun to play and gets you thinking about words and what they mean. • Teachers like this tool because it gives their students an opportunity to rehearse a specific dimension of reading comprehension that isn’t otherwise addressed in middle-school classrooms outside of remedial reading instruction. • We think it’s valuable because teachers think it meets an important need, students enjoy playing it, and evidence from game play tells us students are engaging in the kinds of thinking we want to support. We’re looking for partners to help us: • Spread the word about Wordplay Games. Contact: Jay Bachhuber, jbachhuber@edc.org
  • 6. Gooru www.goorulearning.org Gooru is a free search engine for learning developed by a non-profit organization whose mission is to honor the human right to education. Students and teachers use Gooru to search for collections of multimedia resources, digital textbooks, videos, games and quizzes created by educators in the Gooru community. Collections are aligned to standards and currently cover every 5 th-12th grade math, science and social science topic, with more subjects coming soon. Key Accomplishments: • Gooru has made its way across the United States and the rest of the world with over 120,000 teachers and students using Gooru to create collections, study with enriched quizzes, and teach and learn. • Gooru has millions of educational resources and thousands of collections and quizzes that are aligned to Common Core Standards for Math and California Science Curriculum Standards. We’re looking for partners to help us: • Leverage Gooru Technology in their own applications and products • Develop their curricula, share their expertise and materials through Gooru Contact: info@goorulearning.org
  • 7. iCivics, Inc. Drafting Board iCivics is an online civic education platform founded and led by Justice Sandra Day O'Connor. We developed Drafting Board to advance content-based literacy, critical thinking, and give students the tools they need to argue effectively about issues that matter to them. Drafting Board modules explore civics content more deeply, teach skills required by the Common Core Standards, engage students in deeper learning, and ultimately prepare them for college, career, and citizenship. Key Accomplishments: • An independent evaluation of more than 4,5000 students was conducted by Tufts University and found Drafting Board increased engagement and improved argument writing. • iCivics resources, including Drafting Board, are free and accessible. Educator accounts provide teachers with customized tracking, student assignment capabilities, and intra-class discussion functionality. We’re looking for partners to help us: • Distribute and raise awareness about iCivics’ free and engaging resources. Contact: Jeff Curley, jeff.curley@icivics.org
  • 8. Imagine Education Ko’s Journey The ancient approach of teaching through story- telling takes on new meaning in Ko’s Journey, a web-based game that sends students on a rite-of- passage journey filled with purposeful, meaningful math that’s aligned with the Common Core State Standards. Fast becoming ―America’s Favorite Math Game,‖ Ko’s Journey is currently the only math game where problems are fully integrated into the context of a story. Online play is complemented by live-action videos explaining how the math mastered in the game relates to real- life situations and standardized tests. Student progress and assessment are automated and accessed through a secure administrator dashboard. Key Accomplishments: • We rebuilt Ko’ Journey into a truly viable commercial product. • We partnered with Florida Virtual School to integrate Ko’s Journey into one of their on- line math courses. • We launched a pilot program with 10 low-proficiency schools across the nation that included a research study with over 1000 students. • We built a feature-length documentary about our pilot program interweaved with an exploration into the pedagogical depths of why America’s students are failing at math. We’re looking for partners to help us: • Find and secure additional funding. • Make district-level connections. • Generate press and media. Contact: Scott Laidlaw, scott@imagineeducation.org
  • 9. Watch, teach, assign. 2,000 Common Core lessons. LearnZillion is an online, collaborative, Common Core curriculum platform with lessons, resources, assessments, and activities created by some of the country’s best teachers. Our platform includes: • Nearly 2,000 Common Core lessons for both math and English/language arts • Videos that highlight pedagogical content knowledge—the expertise to demonstrate new concepts in ways that make sense to students • Downloadable resources and online assessment items to compliment lessons and measure student learning Key Accomplishments: • 2,000 Common Core lessons with activities, assessments and resources • 35,000+ teacher users across the U.S. and growing strong • Used nationwide for professional development and personalized learning • Endorsed by state DOEs including New York, Georgia, and California We’re looking for partners to help us: • Raise awareness. We want teachers to know that this resource is available to them. It’s easy to use, it saves them time, and it puts great instruction at their fingertips so that they can better meet the needs of their students. Contact: Eric Westendorf, ericwestendorf@learnzillion.com
  • 10. Louisiana Department of Education Louisiana Virtual School The Louisiana Department of Education's Louisiana Virtual School (LVS) program incorporates a multitude of twenty-first century digital tools which engage students in a technology-rich environment and access to Space for CCSS learning modules. LVS uses several Photo tools that are open educational resources or available through an educational license purchase, such as GeoGebra, LiveScribe SmartPens, Wimba and Atomic Learning Tutorials to enhance courses originally developed for LVS. Key Accomplishments: • Developed CCSS aligned learning modules for Descriptive Statistics • Developed interactive learning activities that would engage students and address diverse learning styles • Analyzed EOC Test Scores as a component of program evaluation • Planned new directions with launching of iPad Pilot • Planning repository access of modules • Exploring statewide rollout to stakeholders We’re looking for partners to help us: • Incorporate digital game-based activities with assessments to enhance student understanding and motivation. Contact: Margo Murphy, margo.murphy@la.gov
  • 11. MIT The Labyrinth Challenge Labyrinth Challenge is a nationwide competition to encourage and evaluate the use of a puzzle adventure game which teaches middle school mathematics. Playing on teams, students will not only learn the big ideas of pre-algebra, but they’ll also demonstrate twenty-first century skills such as collaboration, problem solving, and media literacy. The contest will be open to students regardless of ability level, and all schools that compete will receive recognition. Key Accomplishments: • Reached over 25,000 students and 1,800 teachers nationwide • Game design encouraged self directed learning, experimentation, and iterative investigation • Puzzles were aligned to Common Core pre-algebra standards and taught practical analytical, computational and problem-solving skills. • Quality art, narrative, and gameplay fostered engagement and persistence We’re looking for partners to help us: • Share innovative methods for game- and project-based • learning • Address the challenges of implementing for evaluating massively multiuser projects for minors • Discuss methods of fostering the process of scientific analysis and discovery, rather than just STEM content Contact: Caitlin Feeley, cfeeley@mit.edu
  • 12. NC State University CRYSTAL ISLAND: Lost Investigation Crystal Island: Lost Investigation is a game- based learning environment for middle grade literacy and microbiology. The game features a science mystery about an epidemic that has struck a team of researchers stationed on a remote tropical island. The student’s objective is to identify the spreading illness, recover scattered pieces of another scientist’s notes, and recommend a treatment plan. To solve the mystery, students synthesize information from conversations with virtual characters, books and articles comprised of complex informational text, and test results from virtual laboratory equipment. Key Accomplishments: • Crystal Island is aligned with curricular standards in reading and science, and it has garnered enthusiastic responses from school partners for reaching students “where they are” by using state-of-the-art game technologies. • Crystal Island was successfully deployed in two rural school districts with over 1200 students in a multi-week curricular unit. • Classroom studies revealed statistically significant improvements in students’ reading and science test scores. We’re looking for partners to help us: • Expand school-based deployments nationally while addressing emerging curricular standards in reading and science. Contact: James Lester, lester@ncsu.edu
  • 13. SMALLab Learning, LLC SMALLab Learning creates embodied learning environments that integrate innovative virtual technologies and contemporary research from the learning sciences. Using skeletal tracking sensors – like Kinect for Xbox – we design content that is kinesthetic and gets students out of their seats. We have created a curriculum on Simple Machines using gesturally congruent movements to teach about the conservation of energy and mechanical advantage in a highly collaborative manner. In addition, new, in-process assessment measures were created. Key Accomplishments: • Creation of multi-day curriculum on Simple Machines. • Dissemination of 7 original KINECT games on Gears and Levers (available for free at smallablearning.com). • Creation of ASSET survey and in-game process metrics. • Recruitment of hundreds of 7 th and 8th graders for an ongoing efficacy study. We’re looking for partners to help us: • Distribute content to middle and high schools; especially high tech schools. • Partners interested in developing innovative embodied content for science and language arts. Contact: David Birchfield, David@smallablearning.com Mina Johnson, Mina@smallablearning.com
  • 14. Thirteen/WNET Get the Math is a free resource that mixes video and web interactivity to help middle and high school students develop algebraic thinking skills for solving real-world problems. Drawing on conventions of popular reality shows, video segments begin with profiles of charismatic young professionals working in fashion, videogame development, music production, the restaurant industry, basketball, and special effects. They pose challenges connected to their jobs to two teams of teens. Viewers can tackle the challenges themselves using interactive tools and hints before watching a video that shows the teams’ solutions. Students then can deepen their understanding of the algebra concepts explored through additional interactive challenges.Teachers can visit the website for lessons plans aligned to the Common Core Content and Practices, student handouts, solutions with multiple strategies, and a training video showing how to use Get the Math in the classroom. Key Accomplishments : • An independent evaluation found that GTM prompted more sophisticated algebraic reasoning in students, while boosting STEM interest and learning. After using GTM, two-thirds of the students said they could name ways algebra is used in the world beyond the classroom. • WNET expanded adoption in the 2011-2012 school year, reaching thousands of students through training and implementation efforts. • More than 69,000 unique visitors have visited the GTM website, generating more than 390,000 pageviewsto date. • The program has aired on public television stations in nearly 50 percent of all US markets. • A partnership with the National Council of Teachers of Mathematics has enabled us to reach their national and regional educator networks through e-blasts, publications, and a webinar. • GTM continues to garner awards, including the NETA Award for Instructional Media, New York Emmy, Webby Award, Parents’ Choice Award, and a nomination for the 2012 Japan Prize. We’re looking for partners to help us: • Spread word about Get the Math to more teachers and administrators across the country, and train them in using the materials. • Develop additional modules covering more of the Algebra I curriculum. Contact: Jill Peters, peters@thirteen.org
  • 15. Texas Tech University APS4Math The main objective of this ―proof of concept‖ project is to increase students' mathematics problem solving (modeling) skills by incorporating modularized adaptive practice based on learner characteristics (e.g., learning performance). An zzxczxc Space for adaptive web based tutorial was tailored and incorporated into high school and middle school Photo mathematics classrooms. A key characteristic of the tutorial is the integration of assessment and teaching components. While students solve With APS4Math students: • study algebra problems at problems, their knowledge and skills are their own pace, continuously monitored, and assessment items • receive timely hints, feedback and scaffolds are adapted to student knowledge and support, and skill levels. • have access step-by-step support and • can self-monitor their progress Key Accomplishments: • Initial evaluations of the tutorial support the effectiveness of the tools showing significant improvement in student problem solving skills. • Learning gains were substantially higher for students with low prior knowledge. • Field observations indicated that when students use the tutorial, they are actively engaged in learning process. • Participating teachers liked the tutorial and requested to use the tutorial in subsequent semesters and for additional courses. We’re looking for partners to help us: • Write more practice questions that are aligned with state Mathematicsstandards. • Assist with the writing of various question components. Contact: Fethi Inan, inanfethi@gmail.com
  • 16. Contact: Beverly Woolf, bev@cs.umass.edu
  • 17. University of South Florida St. Petersburg SunBay Digital Mathematics SunBay Digital Mathematics uses dynamic representations (graphs, tables, equations, and pictorial simulations in motion) to engage middle grades learners in complex mathematics concepts. Within a curricular activity system, teacher practice is impacted by the intensive professional development needed to engage students in learning challenging mathematics using research-based replacement learning modules. SunBay Digital Mathematics emphasizes foundational ideas critical to students’ deep conceptual understanding of mathematics, helping students at all skill levels bring these concepts to life. Key Accomplishments: • Student learning gains • Two-tiered professional development • Changes in teachers’ technological pedagogical content knowledge • Institutional changes We’re looking for partners to help us: • Discuss the dilemma of a quick fix rather than the sustainable change that comes as the result of providing an intervention comprising of a comprehensive curricular activity system. Contact: Vivian Fueyo, vfueyo@mail.usf.edu
  • 18. University of Wisconsin-Madison CoMPASS - Physics CoMPASS-Physics uses a technology-rich, interactive learning environment that enhances digital and science literacy and promotes a deep understanding of science content. Available tools include: a digital textbook; design challenges; and embedded assessments in scientists’ journals - where students record data, write predictions and questions, and generate explanations using evidence-based justifications. Key Accomplishments: • Participating students in grades 6-8 in all three school districts made significant gains on tests of content knowledge and science practices • Students especially with low and medium levels of prior knowledge of content and science practices made significant gains from pre- to posttest with large effect sizes • Waunakee Community School and Monona Grove School Districts cite CoMPASS as an important influence on students’ overall gains in science achievement on standardized assessments • Many participating students expressed confidence and interest in becoming engineers: • “The science program will help me a lot. … This helped me to choose my career for in the future. Engineering is really fun and I think being an engineer is right for me.” • “…knowing this would change my life because I would have a better chance of getting a job or maybe even going to college. Or I might decide to become an engineer and I would get the job…” • Teachers expressed keen interest in continuing the project. Teacher feedback on external evaluations highlight strengths of project: • “Science used to be a memorization of vocabulary and facts. It is now finding the relationships between ideas and using the important vocabulary on a day to day basis. Students also collaborate, discuss ideas, analyze data, and learn real science skills.” • “The students are learning the content in a real, deep, motivating, engaging way.” • “The students liked the idea of thinking like scientist(s) and engineers. They enjoyed the computer simulations and were eager to explore on their own.” We’re looking for partners to help us fund the: • Development and testing of a CoMPASSeTextbook for tablets • Development and pilot testing of life science materials • Continuation and expansion of CoMPASS-Physics in Milwaukee Public Schools Contact: SadhanaPuntambekar, puntambekar@education.wisc.edu
  • 19. Contact: David Burghardt, m.d.burghardt@hofstra.edu Deborah Hecht, dhecht@gc.cuny.edu Jennie Chiu, jlchiu@virginia.edu
  • 20. Worcester Polytechnic Institute A Formative Assessment Tool for Teachers. Detailed data Teachers select Students get allows teachers or create feedback as to adjust questions and they workwhile instruction and assign them in a teachers students to problem set. monitor their change the way progress. they are learning. It all starts with the teacher. "The conversations we have as a class analyzing Awareness Training Support the data are quite HI! meaningful. I can now say I'll take care of that I can not imagine him! I'll sit with him and go teaching without through the slides you sent. ASSISTments. Having a Thanks! Adrienne daily pulse on what my students truly understand Users Share is more than a dream come true." Key Accomplishments: • Developed online professional development • Doubled the number of users • Developed a plan to take ASSISTments to 1 million students • Created an API to allow integration with others (so SIS’s can pay us to allow them to pull ASSISTments data into their grade-books). • Created relationships with business partners (e.g., School Information Systems, publishers, and non-profit organizations like NAESP and CFY). • Bid on Race to the Top, Ohio and MA IIS to provide ASSISTments to 3 million students. • Applied for and won a $3.5 million grant to test the effectiveness of ASSISTments. • Won ONR funding with another NGLC grantee to work together. We’re looking for partners to: • Bid with us on state-level and district-level vendor contracts. Contact: • Use our API for assessments on their platforms. Cristina Heffernan • Incorporate ASSISTment data into their School Information Systems. ch@wpi.edu