Positive Outcomes and Feedback
Over the past few years, instructional teams, education experts, and classroom teachers at Santa Ana Unified School District have spent thousands of hours developing a comprehensive K-12 Common Core-aligned curriculum that goes beyond standard instruction to include Spanish and Special Education units to support their diverse student population.
With the Learning Navigator, SAUSD created an open, digital library for teachers to access, collaborate and remix units. In addition to a comprehensive set of teacher- and student-facing units, performance tasks, and lessons, the SAUSD team shared Professional Learning modules that give teachers 24/7 access to modules covering immediately relevant topics for Common Core instruction. 3,200 learning collections and assessments cover K-12 Core Subjects with ELL and Special Education support aligned to CCSS and NGSS, Parent Education, and Professional Learning.
In 2011, Mike Fauteux was a veteran math teacher at Leadership Public Schools (LPS) Hayward, a high school where 80% of students enter with math skills below grade level. To backfill these missing 2nd-7th grade pre-algebra skills, he designed a companion class to Algebra 1 called Academic Numeracy. The result was a powerful combination of direct instruction, self-paced resources, real-time assessments, and features to build growth mindset and collaboration. Students’ understanding and excitement for learning soared. They took meaningful ownership of their learning and moved from elementary proficiency into college readiness by graduation.
Students who started Navigate Math below grade level gained an average of 2.8 grade levels of math per year with this approach, as measured by the NWEA MAP. Several teachers across four LPS schools began using the math approach with the same successful results, whether they were veteran or new teachers.
Leadership Public Schools (LPS), a network of urban charter high schools in Oakland, California, set out to ensure that all its learners were ready for Algebra 1. Only a small number of incoming LPS learners had mastered 8th-grade math, while four-fifths of them performed at a 2nd to 7th-grade math level.
LPS collaborated as part of the NLC to leverage the capabilities of Navigator to address the needs of learners missing foundational math skills. By integrating their pre-algebra course with Navigator, LPS educators could observe where each learner's math understanding began, how their comprehension progressed, and precisely when they achieved readiness for Algebra 1. A 2016 Christensen Institute study highlights student achievement in pre-algebra at LPS. The study showed that "Learning growth in math was 2.82 times the national growth norm during the first year of Gooru implementation," as measured by NWEA MAP). These results have been replicated every year since LPS implemented Math Navigator in the classroom.
The India Education Collective's (IEC) interventions in primary schools in Paderu, Andhra Pradesh, India, were researched by IMPACT Partners in Social Development, Pvt. Ltd. The study included 100 randomly selected schools with 1009 students equally distributed between control and program groups with students from Grades 1, 2 and 3. The research shows higher levels of engagement among third and fourth graders using Navigated Learning.
Fifth-grade teachers at a Navigator Lab School established Navigate Math Wednesdays as a complement to their regular mathematics instruction, which uses Eureka Math (Great Minds, 2018) the rest of the week.
The students, on average, spent 7.8 hours on Math Navigator over three months. There was a direct positive correlation to competencies mastered in Math Navigator to overall Winter MAP scores. On average, students who gained more competencies in Math Navigator had higher overall MAP scores.
"I use technology in my classroom, and I’ve seen many different platforms. Navigator lets me pull together a variety of resources and track student progress all in one place. I especially like the ability to see student time on task and that students can easily access resources to review concepts independently."
With real-time data on competencies gained by students, Navigator provides dynamic feedback, so stakeholders can regulate and coordinate to enable strong outcomes.
Education secretaries in India, district superintendents in the US, and instructors and learners worldwide have highlighted productivity gains for teachers and learning gains for students.
The growing number of users worldwide is evidence of Navigator's ability to scale. Other measures of scalability include the level of engagement in terms of monthly activity and time spent on Navigator, the number of lessons created by instructors, and the number of competencies gained by learners.
Silicon Valley engineers to primary school students in rural Maharashtra, India, are leveraging Navigator to achieve assured outcomes. Our partner network of content providers and implementers, as well as researchers and tech partners, is rapidly growing. For example, Dr. Teomara (Teya) Rutherford at the University of Delaware is working to understand how motivation and self-regulation feature in student's choices within Math Navigator and how their choices illustrate their strengths and area of improvement in social-emotional learning to provide actionable insights for teachers.
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