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Curriculum and Learning Improvement Pilot: Creating an Integrated Data System to Improve Math Instruction (Poster 5)

Thu, April 24, 1:45 to 3:15pm MDT (1:45 to 3:15pm MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 2A

Abstract

PURPOSE
The Curriculum and Learning Improvement Pilot (CLIP) piloted a new technological tool for middle grade math educators that integrated the Infinite Campus Learning Management System (LMS) and the iReady Classroom Mathematics curriculum. This new tool aims to remove the current siloes where key student data is stored in separate systems limiting understanding about student math learning experiences and the student as a whole. This integrated system provides real-time insights on how middle school math materials are being used in classrooms with specific students allowing for better informed instructional decisions that can improve math outcomes for students including historically marginalized populations.

PERSPECTIVES/RATIONALE
To provide high-quality curricula and instructional materials tailored to students' specific needs, educators need data that clarifies how fidelity of implementation is linked to student achievement. Educators also need data that can provide insights about teaching and learning. Ideally, a system would provide educators with near-real-time access to easy-to-understand data summaries that can inform their instructional decisions. These fine-grained student data must also be structured to provide information about student problem-solving sequences, skills accuracy, speed, help-seeking behavior, and number of problem-solving attempts.
DATA AND METHODS
CLIP piloted this integration in a medium-sized school district. The pilot included 24 participants, five middle school principals and 19 middle school math instructors from grades 6 through 8. CLIP held weekly online training and question sessions, provided written and video training materials, and supplemented the materials with dedicated technical support for both the teachers and the administrators in an informal online setting to allow for questions and collaboration. The team collected analytic data from participants’ interactions with the system. Participants provided additional feedback via an online platform and through an online survey.
RESULTS
Teachers and administrators reported via survey that the integrated system helped them make better use of the systems and data and provided more robust ways to communicate with students in real time. Additionally, all teachers shared that the integrated system improved their ability to support students “Some” or “A great deal.” Similarly, administrators reported that the system improved their ability to support staff some or a great deal. Participants identified two areas for improvement. First, they wanted more time to pilot the system and understand the range of possibilities. Second, administrators and teachers expressed that the ability to integrate standards into assignments would further support teaching practice and student learning.
SIGNIFICANCE
The pilot participants’ responses demonstrated support for continuing to invest in the integration of the systems. The ongoing professional development combined with technical assistance from the LMS provider gave the participants the opportunity to use and learn the features of the system so they could better support their students and staff. Participants reported that their experiences with the integrated system gave them additional tools to communicate with their students in a more robust way. They believed that they developed a stronger understanding of the systems and how they might better support students’ math needs.

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