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 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 master 8th-grade math, while four-fifths of them perform at a 2nd to 7th-grade math level.
LPS partnered with Gooru to leverage the capabilities of Learning Navigator to address the needs of learners missing foundational math skills. By integrating their pre-algebra course with Learning Navigator, LPS educators could observe exactly where each learner’s math understanding began, how their comprehension progressed and precisely when they achieved readiness for Algebra 1. Student achievement in pre-algebra at LPS is highlighted in a Christensen Institute study (2016) which showed that as a result of using Learning Navigator for math, LPS instructors were able to outpace the national average by about three times (“Learning growth in math was 2.82 times the national growth norm during the first year of Gooru implementation,” as measured by NWEA MAP).
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.
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 other days of the week.
These students spent approximately 445 total hours on Navigate Math during the research study with an average time per student of 7.8 hours during the three month period. A regression model (p ≤ 0.0001) shows a direct positive correlation to competencies mastered in Math Navigator to overall Winter MAP scores. On average, students who gained more competencies in Navigator for Math had higher overall MAP scores. In addition, after three months of interaction with Navigate Math, 70% of students in one class and 50% of students in the other class met the MAP goals that were set by their teachers in the fall MAP testing period.
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 Teachers and Students worldwide have highlighted productivity gains for teachers and learning outcomes gains for students.
Navigated Learning is designed to scale and a growing number of users worldwide is evidence of its impact. Other measures of its scalability including, level of engagement in terms of monthly active and time spent on the Navigator, number of lessons created by teachers, and the number of competencies gained by learners.
Silicon Valley engineers to primary school students in rural Maharashtra, India are leveraging Navigated Learning to achieve assured outcomes. Our partner network of content providers and implementers as well as researchers and tech partners is rapidly growing. This is another strong evidence of impact.
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