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The Effectiveness of Computer-Aided Instruction in Math Jeffrey Hildebrandt Educational Consultant/Content Specialist I CAN Learn® Education Systems
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3. of Computer-Aided Instruction in Math
The Effectiveness
of Computer-Aided Instruction in Math

4. A MATH Problem
Strong math foundation is the cornerstone of a child's education
Achievement in math is the gateway to higher education and access in STEM careers
Math is still a difficult subject area to staff and an Achievement Gap still persists
Need creative, effective ways to teach math more effectively, meet AYP goals and close the gap

5. Challenging Factors All students deserve equity
Resources not fairly allocated
Shortage of qualified teachers
Teachers teaching out of subject without adequate training
Achievement Gap extends beyond economic disadvantaged to include ESL and SWD in order to "raise the floor"

6. A MATH Solution
I CAN Learn® serves as a complete full curriculum Instructional Improvement System (IIS)
proven to work at scale in independent scientifically based research studies
demonstrated ability to address challenges to equity and achievement in math

7. How the I CAN Learn® Program Works
Full curriculum IIS delivering standards-based mathematics instruction
Works on multiple OS platforms and hardware configurations
Scalable as needed to meet school or district needs
Custom curriculum alignment to state, district and school standards
High-stakes test prep

8. The I CAN Learn® Program
Database of over 500 lessons
Fundamentals of Math lessons, over 40 hours of instructional video
Pre-Algebra, Algebra and Geometry lessons, over 120 hours of instructional video
Primary Components
Student Courseware – one to one self-paced correlated CAI
Classroom Explorer® Class Management System (CMS) - progress, reports, administrative tasks

9. The I CAN Learn® Student Courseware
CAI teaches curriculum via multimedia presentations
Gives mathematical foundation of a
math concept
Brings to life the real-world application
of a math concept
Content presented with clarity not
feasible without the use of technology

10. The I CAN Learn® Program Flow
Pretest
Warm-Up
Presentation
I CAN Learn® Tutor (Guided Practice)
Independent Practice (IP)
Journal
Quiz
Cumulative Tests/Reviews
Problem Set of the Day

11. Classroom Explorer® CMS
Used exclusively by the teacher
Real-time assessment
Identify students needs
Resource allocation
Efficient learning environment

12. Classroom Explorer® CMS
primary interface
Establish lesson orders
Customize grading scales
Tailor lesson difficulty to address student needs
Assign and grade reinforcement
exercises
Monitor progress

13. Assessment components
Universal Math Assessment
initial diagnostic test
Develop individualized instruction plans
Diagnostic reviews
Cumulative tests
Closure quizzes for each lesson

14. Gradebook Up to the minute overview of class, student progress
Actual student responses
Data-driven instruction
Additional needs identified - extra help or "hold no child back"

15. Reports Class-wide trends Identify trouble with a particular concept
Grade reports and attendance
Remote reporting of data on a student, school or district level

16. Meeting the Challenges of the Modern Classroom
CAI introduces technology into the classroom
Elevates and standardizes the quality of instruction
Delivers same content and a consistent level of instruction to all students
Addresses schools suffering from staff shortages/teachers teaching out of field
Allow teachers to focus on students’ needs
Ensures equitable distribution of resources

17. Educational Benefits of CAI
Randomized Control Trial (RCT) at scale - Princeton University/Federal Reserve Bank 2009
3 states, 3 school districts, 17 schools, 3541 students, 60 teachers
Study targeted Pre-Algebra and Algebra skills

18. Technology’s Edge
Students randomly assigned to CAI scored higher than students randomly assigned to traditional instruction
Effectiveness due to increased individualized instruction
Effectiveness seen with students in larger classes and classes with higher absentee rates
Cost-effective alternative to reducing class size

19. American Economic Journal
Salient Findings from
American Economic Journal
At-scale RCT involved at-risk and minority students
1/2 grade levels of increased mastery of Pre-Algebra/Algebra content
Closed the achievement gap by 1/3 on the NAEP Test

20. Meet Your AYP Goals Case Study - Williamsport Area School District, PA
Increased achievement measured on state assessment PSSA
Student achievement among ALL groups
EDs improved from ~32% proficient or advanced to ~78%

21. I CAN Learn® Math in Pennsylvania
Williamsport Area School District, 2006

22. Program Impact in LAUSD
Implemented 2005 in two low performing middle schools
Northridge Middle School
Sepulveda Middle School

23. Results: Los Angeles Unified School District

24. Sustained Results: LAUSD

25. Algebra IS the Gateway Foundation of STEM careers
Increased high school graduation
Career and College readiness
Test Prep

26. US Dept of Education: What Works
I CAN Learn® designated as having “Positive Effects” - strong evidence of effectiveness
Proven success in raising state-required ESEA high stakes test scores
Aligned to Common Core State Standards for Mathematics
Correlations to state standards and NCTM curriculum focal points

27. CAI for Teachers and Administrators
Instructional Improvement Data System
Data-driven instruction
Assessment tools
Accountability

28. Effective support for Effective Teachers
Teacher trainings
Professional Development Academy
Custom curriculum alignments
for ELL
for IDEA
for RTI

29. CAI: the I CAN Learn® Story
Cost effective
Designed for struggling math learners
5th grade to High School Geometry
Focused on the Algebra gateway

30. Summary Equity through CAI Proven results Effective program
Effective teachers

31. Further reading, studies and sources
Technology's Edge: The Educational Benefits of Computer-Aided Instruction. By Lisa Burrow, Lisa Markman and Cecilia Rouse. American Economic Journal: Economic Policy. February 2009.
EETT Grant Evaluation: Year 2 report. Williamsport Area School District. September Lynn Zinn, ed.D., Lead Evaulator and James Bolton, Ph.D., Co-Evaulator.
US Department of Education’s What Works Clearinghouse study: Intervention: I CAN Learn® Algebra and Pre-Algebra. Published March 2009.

33. Questions and Answers with Jeff
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35. October 22-24, 2010 Washington, D.C.
K-12 School Reinvention Symposium
Where Best Practices Meet Next Practices
October 22-24, 2010 Washington, D.C.

36. 19th Annual Model Schools Conference
June 26-29, Nashville
Showcasing the nation’s most successful practices for improving student achievement and growth!