WEBVTT 00:02:16.000 --> 00:02:46.000 Welcome, everybody! We're gonna get started in just a few minutes, we're gonna wait for some other people to… Hopefully coming in. 00:03:14.000 --> 00:03:22.000 All right, well… With that, I think we'll kick this webinar off. As other people slowly start to trickle in, you know. 00:03:22.000 --> 00:03:29.000 Um, we'll just wait and see who comes in, but welcome, everyone. Thank you for coming to our October edition. 00:03:29.000 --> 00:03:35.000 of our NROC webinar series. This webinar is being recorded. 00:03:35.000 --> 00:03:40.000 And will be available for playback via our website and via an email link. 00:03:40.000 --> 00:03:49.000 sent after the recording finishes. Um… This webinar today will be, uh, centered around bridging the algebra gap, um. 00:03:49.000 --> 00:03:54.000 presented with our partners over at EdReady Montana and Montana Digital Academy. 00:03:54.000 --> 00:04:00.000 Uh, we'll be diving into some pretty interesting data and experiences they've seen there. 00:04:00.000 --> 00:04:05.000 Um, you know, they're a pretty long-running partner of ours at NROC, um. 00:04:05.000 --> 00:04:11.000 So, yeah, we'll get started here in just a minute as more people start to trickle in. 00:04:11.000 --> 00:04:15.000 Uh, you can head over to the next slide. 00:04:15.000 --> 00:04:27.000 Just a few housekeeping tips as we get started here. Please, if you have any questions, um, or any issues, uh, pop them into the Q&A function for questions or into the chat. 00:04:27.000 --> 00:04:34.000 If need be. Um, we'll have team members who are monitoring that throughout, so if we don't get to your question right away. 00:04:34.000 --> 00:04:49.000 We may be saving it for a little bit later. There will also be a question and answer section at the end, so if there's any overarching questions that you have, feel free to save it till then as well. We'll have some time on the end. Um, like I said, this webinar will be recorded. 00:04:49.000 --> 00:04:54.000 And, um, uh, we'll be available at nrock.org later on. 00:04:54.000 --> 00:05:03.000 Along with a copy of the slides and the transcript. Likewise, if you need closed captioning, that is available live right now, down at the closed captioning button. 00:05:03.000 --> 00:05:07.000 Um, and captioning will also be available on the recording as well. 00:05:07.000 --> 00:05:14.000 If you have any issues with Zoom, uh, please get in contact with us at community at nrock.org. 00:05:14.000 --> 00:05:27.000 So, next slide. We're gonna do a quick welcome poll here. Um, if you all could just pop your name, your title, and the institution you're coming from, maybe if you're a current EdReady partner or not. 00:05:27.000 --> 00:05:37.000 Please, if you could just pop that into the chat, we'd love to know who's joining us today. Helps us get a sense of what people's familiarity is with NROC and with EdReady. 00:05:37.000 --> 00:05:44.000 Um, that being said, I'll dive right into a brief overview of EdReady before we bounce over to our partners. 00:05:44.000 --> 00:05:56.000 Next slide. So the NROC project was founded over 20 years ago now, um, in 2003, as, uh, really a pioneer in the open education resource space. 00:05:56.000 --> 00:06:04.000 Centering around this novel idea that the internet could expand learning to a much wider audience. 00:06:04.000 --> 00:06:10.000 throughout time and space, obviously, as people were able to innovate learning. 00:06:10.000 --> 00:06:17.000 how that initially manifested itself was with our, um, OER distribution site, Hippocampus, which is. 00:06:17.000 --> 00:06:23.000 you know, still being utilized today by our partners, um, but from there, essentially, we realized that. 00:06:23.000 --> 00:06:28.000 Uh, the progress that we needed to make was really focusing in on the courseware part of that. 00:06:28.000 --> 00:06:40.000 So, we… we partnered with a pretty extensive network of organizations and institutions to develop, first, our Algebra 1, um, open course. 00:06:40.000 --> 00:06:46.000 Then, uh, expanding that out into our developmental math, and eventually our developmental English courses, uh. 00:06:46.000 --> 00:06:52.000 But as time went on, and we communicated further with our partners, we realized, really, that there was. 00:06:52.000 --> 00:07:05.000 Um, a more complex need there. Which is where we… we essentially, as an organization, decided to develop EdReady, which is a personalized learning platform tool. You'll hear about all today. 00:07:05.000 --> 00:07:11.000 Um, during the webinar, uh, that really integrated our previous OER coursework. 00:07:11.000 --> 00:07:16.000 work, um, along with other partner organizations, um, coursework. 00:07:16.000 --> 00:07:26.000 Uh, essentially developing, uh, uh… really a student pathway learning tool. Um, and as we've progressed through that. 00:07:26.000 --> 00:07:41.000 now, especially with partners like Montana Digital Academy, um, through their EdReady program, which has been in existence now for over 10 years, um, we've seen some really great impact in terms of what EdReady is able to bring to students. 00:07:41.000 --> 00:07:47.000 the progress students are able to make in their learning, um, particularly in the areas of algebra. 00:07:47.000 --> 00:07:57.000 in math overall, as well as in English. Um, so we'll dive more into that in a little bit, but um… Yep, we can go over to the next slide. 00:07:57.000 --> 00:08:10.000 So this is just a few of the areas that EdReady supports. Obviously, as we expanded our mission and expanded our partnership network, we realized that EdReady as a tool could be utilized in a lot of different circumstances. 00:08:10.000 --> 00:08:21.000 So, here you can see, you know, we're even expanding outside of the traditional secondary or post-secondary space, um, into things like corrections or, you know, adult learning. 00:08:21.000 --> 00:08:29.000 As we've progressed through those, we've really realized that, um, there's a wide need for math and English skills development. 00:08:29.000 --> 00:08:35.000 And particularly, as we'll be focusing on today, uh, in math. So. 00:08:35.000 --> 00:08:41.000 as we'll be talking through, we'll be looking at sort of the different, um, areas relating to. 00:08:41.000 --> 00:08:46.000 to algebra, um, preparation. Can head over to the next slide. 00:08:46.000 --> 00:08:51.000 For those of you who might not be familiar, EdReady, um, as a tool, essentially works as. 00:08:51.000 --> 00:09:01.000 starting with an initial diagnostic for students, which provides them one of these mastery statuses on a pretty wide variety of different units of. 00:09:01.000 --> 00:09:10.000 study. Obviously, it will go anywhere from not ready up through mastered, um, and then that essentially allows for the student to focus on what they don't know. 00:09:10.000 --> 00:09:20.000 They don't really have to review over what they do know, um, and really improves that learning process, where they're really able to be self-assured and guided through their own study path. 00:09:20.000 --> 00:09:30.000 While also allowing for administrators and educators to have that background data look, um, at how students are progressing to match with instruction. 00:09:30.000 --> 00:09:45.000 Next slide. Here's just a brief snapshot of what those study paths could look like. Up there, at the top, where you see the 0 to 100 scale, that's essentially, uh, the diagnostic and the, um. 00:09:45.000 --> 00:09:50.000 the sort of ideal goal, or the study path goal that this student is working towards. 00:09:50.000 --> 00:10:01.000 And then, as you see through there, you can see the color coding breaking down on all the different units, um, that they'd cover in math. This is geared for ACT or SAT prep, but you can see a lot of these. 00:10:01.000 --> 00:10:07.000 have a lot of applicability for algebra as well, going into whole numbers, decimals, percents. 00:10:07.000 --> 00:10:13.000 all those sorts of things, um, essentially in preparation for… for reaching that. 00:10:13.000 --> 00:10:21.000 that needed score, and the team over at Edward and Montana, they'll speak a little bit more about what scores they've set for their students, and how their students work. 00:10:21.000 --> 00:10:28.000 essentially up to what they've set as preparedness. Next slide. 00:10:28.000 --> 00:10:48.000 So with that, I will turn over to, um, our wonderful partners, Ryan Schrenk and Jason Leonard, over at Montana Digital Academy. They can tell you a little bit more about the fantastic work they've been doing over there. 00:10:48.000 --> 00:10:53.000 Thanks, Will. Just getting our cameras on and our microphones on here. 00:10:53.000 --> 00:11:04.000 Test, test. No, we're all good to go. Thanks, everybody, for joining in, and we appreciate everybody's time, and what we're going to talk about today is how we've partnered with. 00:11:04.000 --> 00:11:10.000 the Enright project over the last 10, going on… I don't know, maybe it's 11 or 12 years now. 00:11:10.000 --> 00:11:18.000 That we've been working with Ed Reddy and implementing it in our state, and now, over the last year. 00:11:18.000 --> 00:11:22.000 branching outside of our state and working with some partners in. 00:11:22.000 --> 00:11:29.000 rural schools or school-type situations and using EdReady to make a difference with their students and programs. 00:11:29.000 --> 00:11:38.000 So, start by saying this is how we are organized here at the Montana Digital Academy. If you haven't heard of us, we're the statewide online provider for the state of Montana. 00:11:38.000 --> 00:11:43.000 We have a wide array of programs that we offer that are more traditional online. 00:11:43.000 --> 00:11:52.000 Uh, and then we have digital learning resources, and we recently were funded to do, uh, what's called the Frontier Learning Lab in our state. 00:11:52.000 --> 00:11:58.000 It's gonna be centered around AI. implementation in our state and helping. 00:11:58.000 --> 00:12:02.000 implement AI policies and practices with educators all over. 00:12:02.000 --> 00:12:07.000 Montana, and we also have a national AI help desk that we just opened up. 00:12:07.000 --> 00:12:11.000 That is available. We can talk about that on a different day. 00:12:11.000 --> 00:12:23.000 But where I'm going to be focused today is in our EdReady department, and one of the things that we do, and we've developed over time, is a series of programs that help students through some. 00:12:23.000 --> 00:12:31.000 difficult transition points in education, or some sticking points that might be holding them up for future success in education. 00:12:31.000 --> 00:12:36.000 What we're going to be focused on today is the very first one, which is Pathway to Algebra. 00:12:36.000 --> 00:12:43.000 Uh, and we're going to be talking about how that works. Then we also look at the full year of algebra content. 00:12:43.000 --> 00:12:47.000 We help students with… or schools with that to supplement instruction. 00:12:47.000 --> 00:12:53.000 Uh, we do the EdReady English for high school to college transition points. 00:12:53.000 --> 00:12:58.000 We have ACT, and in our state, there's a standardized test. 00:12:58.000 --> 00:13:07.000 That's Montana-based, but we help with all sorts of testing, just those two are the… the top two that come to mind when we talk about it. There's other test prep. 00:13:07.000 --> 00:13:13.000 And then our pathway to college or placement into college in some situations as well. 00:13:13.000 --> 00:13:19.000 So, we'll be focused on that top one, though. Just wanted to kind of give you a perspective of what we do and our experience. 00:13:19.000 --> 00:13:25.000 Uh, this last year, inside of all those programs, we served around 25,000 student engagements. 00:13:25.000 --> 00:13:34.000 Um, a variety of those, some of them are just one and done, they want to test, they want to assess where students are, and then they want to use some other program to help them. 00:13:34.000 --> 00:13:38.000 all the way up to students that were in. 00:13:38.000 --> 00:13:44.000 maybe not daily throughout the year, but regularly throughout the year, uh, helping them. 00:13:44.000 --> 00:13:51.000 improve their math skills using the EdReady platform. And then, in other cases, it was formalized placement. 00:13:51.000 --> 00:13:54.000 And in all those different situations that William talked about. 00:13:54.000 --> 00:14:01.000 whether it was inmates in correctional facilities, adult basic education, students. 00:14:01.000 --> 00:14:10.000 middle school students, high school students. prospective college students, all of those encompass our 25,000. 00:14:10.000 --> 00:14:17.000 or so engagements that we serve. Uh, we serve about 4,000 to 6,000 unique users a month. 00:14:17.000 --> 00:14:25.000 that log into the system and use the program in some way out of those 25,000 engagements. So that's about what we're serving. 00:14:25.000 --> 00:14:28.000 And to give you an idea, Montana's a fairly small state. 00:14:28.000 --> 00:14:36.000 We have about, if 10,000 students a grade level is about what we would serve if we were serving everybody. 00:14:36.000 --> 00:14:50.000 In our state, every… every student that exists, so that gives you an idea. I mean, we… there are some large school districts in the nation that serve that many students, so… Uh, we're very spread out, uh, rural, state. 00:14:50.000 --> 00:14:55.000 And so, even though we serve that many students, a lot of those represent one school. 00:14:55.000 --> 00:15:01.000 with one teacher and a handful of students. Most of our implementations are of that level. 00:15:01.000 --> 00:15:07.000 And then we go all the way up to serving full schools or universities and colleges as well. 00:15:07.000 --> 00:15:13.000 But we served about 6,600 students in the program that we're going to talk about today this last year. 00:15:13.000 --> 00:15:21.000 in the algebra preparation level. And this breaks down what we've done with math and English, and that encompasses around 180. 00:15:21.000 --> 00:15:29.000 Give or take individual schools that we've served, or affiliations. 00:15:29.000 --> 00:15:37.000 And you touched on it, but really what we talk about when we talk about EdReady is this proficiency-based education platform. 00:15:37.000 --> 00:15:43.000 that can assess where you're at, and help you get to where you want to go. 00:15:43.000 --> 00:15:48.000 And that's how we support the program. So we have, um. 00:15:48.000 --> 00:15:54.000 you know, the services that we build around that program that get you where you want to go. 00:15:54.000 --> 00:16:02.000 is that we have a team of us, Jason and I are 2 out of 4 team members that then we work with. 00:16:02.000 --> 00:16:06.000 setting up an initial assessment of what the needs are at the school. 00:16:06.000 --> 00:16:11.000 We provide professional development to help implement it throughout the process, from day one. 00:16:11.000 --> 00:16:20.000 up through, you know, whatever your ultimate goal is for the year, or your placement term, or… getting ready for a test, up through test time. 00:16:20.000 --> 00:16:24.000 Uh, and then we provide technical support and hosting of that. 00:16:24.000 --> 00:16:32.000 of the AdReady platform. And we provide digital resources that are offline that help formulate student learning. 00:16:32.000 --> 00:16:36.000 help teachers organize students' time or their own time. 00:16:36.000 --> 00:16:45.000 and using the program most efficiently, and uh… And then, of course, the great online materials that are provided through the EdReady platform itself. 00:16:45.000 --> 00:16:58.000 Usually, most cases, when we're working with non-placement or non… Anything that involves a classroom, a teacher, or a group of students, and kind of taking some of that time that would normally. 00:16:58.000 --> 00:17:10.000 be used for traditional instruction, say, or even in an online class. Most of our time then boils down to 30 minutes or less of class time a week in a supplemental manner. 00:17:10.000 --> 00:17:13.000 Once you make it through the initial diagnostic. So. 00:17:13.000 --> 00:17:20.000 These are the different ways that we see it be used, which is sort of that upfront diagnostic screening placement. 00:17:20.000 --> 00:17:26.000 We see that skill assessment. Periodic check-ins throughout the year to check for progress, both. 00:17:26.000 --> 00:17:32.000 Did you… did it stick of what you learned in EdReady? Were the things that we were teaching you outside of EdReady? 00:17:32.000 --> 00:17:37.000 what are you progressing through toward your ultimate goal, whether it's a. 00:17:37.000 --> 00:17:42.000 you know, a higher score on a standardized test, or proficiency-based. 00:17:42.000 --> 00:17:46.000 list of skills that you need to have to move on to the next skill level. 00:17:46.000 --> 00:17:50.000 or remediation, where there's some things that you were behind on when you got into a class? 00:17:50.000 --> 00:18:00.000 And doing periodic checks on that. the teacher-led group instruction, it's awesome to use EdReady that way. 00:18:00.000 --> 00:18:03.000 Because of the great resources that are tied directly to. 00:18:03.000 --> 00:18:12.000 a specific content, topic, or skill, learning objective, or state standard, whatever it is that you're trying to teach or reinforce. 00:18:12.000 --> 00:18:17.000 You can get a snippet of a video that would maybe take you a long time to put together. 00:18:17.000 --> 00:18:23.000 But you play it for a minute and a half, and then discuss it, use it as a discussion point, a teachable tool. 00:18:23.000 --> 00:18:29.000 A worked example that maybe you didn't have to create that you can use and step through with your students. 00:18:29.000 --> 00:18:44.000 Just some great group instruction. use that we've seen, using it in a classroom as a filler when students, uh, are done early with their test, or maybe that would be for your advanced students, or your students that maybe. 00:18:44.000 --> 00:18:48.000 you need to work with a group of students on specific skills. 00:18:48.000 --> 00:18:52.000 And you want, then, another group to work on something that's challenging to them. 00:18:52.000 --> 00:19:02.000 It's… it's a great way to do that. And then inside of that classroom setting, sometimes formally, maybe you get the Chromebook, uh, cart once a week. 00:19:02.000 --> 00:19:09.000 Uh, and it can be your supplemental work during an EdReady-type day, or a computer. 00:19:09.000 --> 00:19:20.000 you know, assisted instruction type day where you're doing drill and practice type stuff with one group of students, and doing an EdReady type lesson with some others, working through at their own pace. 00:19:20.000 --> 00:19:25.000 Whether they're ahead, or behind or on task with the rest of the class. 00:19:25.000 --> 00:19:33.000 But those are the things that we see in real life in teachers' day-to-day time, is using it in all these different ways. 00:19:33.000 --> 00:19:45.000 And then, also, maybe stepping outside of the math class or English class and stealing a little bit of time back from a study hall, or maybe getting some extra practice time. 00:19:45.000 --> 00:19:53.000 that's outside of your given class time. And then we even see things outside of school, uh, and students using the program at home. 00:19:53.000 --> 00:20:01.000 We've helped… if you… if you see it on this list, we've helped somebody somewhere, usually multiple or many, somewhere, some people. 00:20:01.000 --> 00:20:08.000 do this sort of thing. And it all boils down to, with us, when we go in and talk to a group. 00:20:08.000 --> 00:20:11.000 We ask them, what are you trying to get your students ready for? 00:20:11.000 --> 00:20:21.000 And, um, you know, what… where does it fit? And we help then pull out the plan from all these different things that you just saw there. 00:20:21.000 --> 00:20:27.000 and put a program into place that will work for the teachers and students and administrators in that. 00:20:27.000 --> 00:20:33.000 In that situation. And then, what can we do, and what can we help those schools and districts do. 00:20:33.000 --> 00:20:38.000 to provide this support to students to be better prepared for their success. 00:20:38.000 --> 00:20:45.000 Because we know one of the big challenges in, well, all of our careers, we're all educators that have been impacted. 00:20:45.000 --> 00:20:51.000 by, um, you know, the pandemic, and we're going to be struggling with student. 00:20:51.000 --> 00:20:57.000 interrupted learning and, um, you know, a lot of the things, gaps in learning. 00:20:57.000 --> 00:21:05.000 Those things are going to be a part of the rest of our career for us, and at least the rest of my career. Maybe some of you will still have a career after that. 00:21:05.000 --> 00:21:12.000 all of that passes through the system. But I kind of think we're going to be faced, especially if you expand that out to adult and. 00:21:12.000 --> 00:21:21.000 And correctional education, we're going to be dealing with students with learning gaps because of this time in our history. For a long time, and we find that. 00:21:21.000 --> 00:21:27.000 EdReady's a great solution at kind of helping us through this… this process. 00:21:27.000 --> 00:21:37.000 Those particular transition points that we're talking about. is… and the top one is what we're going to be talking about today, which is middle school to high school. 00:21:37.000 --> 00:21:43.000 Or it's pre-algebra to algebra, the lower left. That sticking point. 00:21:43.000 --> 00:21:52.000 carries through to a lot of different levels. That's the skill level. It's not necessarily the age level. Not all students struggling with algebra readiness. 00:21:52.000 --> 00:22:00.000 are, you know, 7th and 8th grade students. They are all along the continuum in public education. 00:22:00.000 --> 00:22:04.000 And then there are students trying to get back into adult and. 00:22:04.000 --> 00:22:07.000 or career in college as well, that are stuck. 00:22:07.000 --> 00:22:18.000 And a lot of those same skills. So, we have a lot of reasons why algebra becomes that foundational piece of what Sal Khan calls a roadblock skill. 00:22:18.000 --> 00:22:26.000 You're finding roadblock skills as those undergirding things before algebra readiness, that once you can get a student through that. 00:22:26.000 --> 00:22:37.000 It opens up the playing field for a lot of opportunities for them in whatever their future direction is, and it can be their future direction, and just being algebra-ready as an 8th grader. 00:22:37.000 --> 00:22:44.000 Or it can be, you know, opening up a new career pathway as they're getting back into the workforce. 00:22:44.000 --> 00:22:51.000 And so, the simplicity of our program, along with what William said, is that it's really this. 00:22:51.000 --> 00:22:58.000 pretty simple process that we help you identify and set that goal for a student, and that becomes their EdReady. 00:22:58.000 --> 00:23:06.000 program, they take that diagnostic to see where they sit in relation to their readiness of the program. They're delivered a personalized learning path. 00:23:06.000 --> 00:23:11.000 And then they make incremental progress toward. that goal. 00:23:11.000 --> 00:23:21.000 And so, there's just some examples of some of those areas, and what we help students through, and help teachers implement. It can be a whole variety of these. 00:23:21.000 --> 00:23:25.000 Either test prep goals or certain grade levels or skill levels. 00:23:25.000 --> 00:23:31.000 The student takes that diagnostic. They get the learning path, this mirrors what Williams showed us earlier. 00:23:31.000 --> 00:23:40.000 Uh, then they're delivered content and resources to help teach the skill, and then they make that incremental progress, stepping toward their ultimate goal. 00:23:40.000 --> 00:23:45.000 At the end of what time they have and what you have set up for them. 00:23:45.000 --> 00:23:54.000 as a program. Any questions on that part so far? And Jason's going to talk to us a little bit about what. 00:23:54.000 --> 00:23:58.000 we're doing with… specifically with our Pathway to Algebra. 00:23:58.000 --> 00:24:05.000 work. I don't see any questions coming in, so Jason, if you want to go ahead and. 00:24:05.000 --> 00:24:06.000 get started. 00:24:06.000 --> 00:24:15.000 Yeah, so we… So, honestly, our Pathway to Algebra developed after we worked with colleges to build placement. 00:24:15.000 --> 00:24:20.000 And after that, we decided we wanted to bring those same lessons to. 00:24:20.000 --> 00:24:27.000 our K-12 partners. And so we built the Pathway to Algebra to assess. 00:24:27.000 --> 00:24:31.000 If a student is ready to enter into their Algebra 1 year. 00:24:31.000 --> 00:24:38.000 Since that's also the biggest problem we identified in Montana, was readiness for Algebra 1. 00:24:38.000 --> 00:24:45.000 And so here we can see… our initial diagnostic score table. So, as Ryan described, there's the initial. 00:24:45.000 --> 00:24:52.000 diagnostic ahead of getting to that learning path. based on the material that's within that learning path. 00:24:52.000 --> 00:24:58.000 And so we like to assess. you know, if a student is below their 6th grade level. 00:24:58.000 --> 00:25:03.000 at 6th grade level, 7th grade, 8th grade, or… Algebra roll and ready. 00:25:03.000 --> 00:25:08.000 Uh, and for those of you who aren't familiar with EdReady's. 00:25:08.000 --> 00:25:19.000 um, adjusted scores. Usually, a study path used, uh… or usually a diagnostic scores between 25 and 75. 00:25:19.000 --> 00:25:24.000 Rather than 0 to 100. And so that's why Algebra 1 Ready. 00:25:24.000 --> 00:25:33.000 is really close to, effectively, a 100% score. on that diagnostic, even if it doesn't look like a traditional 100% score. 00:25:33.000 --> 00:25:40.000 Uh, and so we use this for beginning of the school year, as well as mid- or end-of-year benchmarking. 00:25:40.000 --> 00:25:45.000 Uh, but then on that next slide, that Ryan jumped into. 00:25:45.000 --> 00:25:51.000 This is where we really believe the power of the EdReady system comes from that study path. 00:25:51.000 --> 00:26:00.000 And so, similar to our… lower stakes or pathway to placement models in the colleges, we wanted to model. 00:26:00.000 --> 00:26:04.000 a pathway to algebra. Uh, via these study up scores. 00:26:04.000 --> 00:26:08.000 Where maybe you didn't score Algebra 1 ready at the beginning of the year. 00:26:08.000 --> 00:26:12.000 But as you work in EdReady and obtain mastery. 00:26:12.000 --> 00:26:15.000 Once your score reaches a 100, as we see here. 00:26:15.000 --> 00:26:19.000 that's when you know you're ready to enter into the Algebra 1 year. 00:26:19.000 --> 00:26:23.000 But then we also wanted to benchmark those same skill levels below it. 00:26:23.000 --> 00:26:28.000 So that teachers could see. when students moved up. 00:26:28.000 --> 00:26:42.000 a full skill, rather than just getting, uh, kind of points, which are… sometimes a little nebulous. 00:26:42.000 --> 00:26:47.000 One of the things about these workup scores is that we don't assume that the students know anything. 00:26:47.000 --> 00:26:52.000 Um, in the gaps between, or something below that level. 00:26:52.000 --> 00:26:59.000 So they… they go back into the basic skills of, say, you know, basic arithmetic, or they go back into. 00:26:59.000 --> 00:27:08.000 fractions and things, and help work out any kinks or bugs that they have at those foundational levels as they build that EdReady score, and that's. 00:27:08.000 --> 00:27:16.000 similar across all EdReady implementations. But especially in our ones where we set up a pathway to algebra or a placement situation. 00:27:16.000 --> 00:27:27.000 is we like to set those up where we don't assume that a student knows anything, we let them prove it through the system. 00:27:27.000 --> 00:27:43.000 And so, I'll just, uh, kind of jump back in. This is our process of getting started, and I know in the audience today, we have our two ambassadors to our program, but this is primarily what Jackie and Verge do in our program. 00:27:43.000 --> 00:27:52.000 is that they help us implement this on the ground. We… and our whole team is involved sometimes, depending on the level of a needs assessment. 00:27:52.000 --> 00:27:55.000 to figure out what it is you're trying to do as an organization. 00:27:55.000 --> 00:28:01.000 And then help… help you get started successfully. Nothing… nothing kills a technology initiative more than. 00:28:01.000 --> 00:28:05.000 You know, you get the… you get the program, and then nobody can log into it. 00:28:05.000 --> 00:28:13.000 And so, we want to help everybody get started successfully, whether that's students or staff, know how to log in, know how to. 00:28:13.000 --> 00:28:18.000 you know, get it fired up, get everybody in there, and how to do an initial diagnostic. And then. 00:28:18.000 --> 00:28:28.000 usage support and reports training. you know, what does the system show you? Uh, how does it work? How can you implement that into your day-to-day teaching practices? 00:28:28.000 --> 00:28:40.000 And then helping along the way, and beginning and end-of-the-year type support when new students come on, or… As you're trying to figure out how you want to tweak it and do it a little bit different or better next year. 00:28:40.000 --> 00:28:45.000 And in Montana, for us, we are fortunate to have some. 00:28:45.000 --> 00:28:51.000 philanthropic funding source that makes that a no-cost solution in our. 00:28:51.000 --> 00:28:56.000 for our Montana-based schools. 00:28:56.000 --> 00:29:09.000 And so, this is our team. that we've been describing throughout the process, and I know they love it when we show pictures of everybody, so… We'll keep it up there for just a second, and then we'll let them… 00:29:09.000 --> 00:29:14.000 hide, and then… but they're not here virtually, so they don't have to say anything. 00:29:14.000 --> 00:29:21.000 And then Jason and I will go into some of the results, unless there are questions about the setup or how our program. 00:29:21.000 --> 00:29:30.000 works for teachers and students. 00:29:30.000 --> 00:29:35.000 Okay, as I mentioned before, we are also able to work with, uh. 00:29:35.000 --> 00:29:42.000 schools and systems outside of our state, and we look forward to hearing from anybody that might have questions. 00:29:42.000 --> 00:29:47.000 about any of these programs, and so now we're going to go into the results that we're seeing. 00:29:47.000 --> 00:30:04.000 starting most specifically with our Pathway to Algebra goals, and Jason has, I think, 3 in front of him that he's going to start with, and then we'll pause there, and we have a couple of different data sets for some related topics as well. 00:30:04.000 --> 00:30:09.000 So, the first one we want to highlight is actually one of our EdReady Classroom. 00:30:09.000 --> 00:30:18.000 out-of-state partners? Uh, they used it with a class of 8th graders, and similar to, again, what Ryan said at the beginning. 00:30:18.000 --> 00:30:24.000 of the presentation, they stuck to a 30 minutes a week… a week of EdReady time. 00:30:24.000 --> 00:30:31.000 It was 100% optional for these students, so it wasn't… A mandate from the teacher, and we'll actually see some. 00:30:31.000 --> 00:30:36.000 comparative scores between students that used versus didn't use EdReady. 00:30:36.000 --> 00:30:42.000 Uh, and… Yeah, so it's just 100% optional. I think we're actually ready to look at the… the data, it was… it was a cool implementation. 00:30:42.000 --> 00:30:47.000 Yeah. 00:30:47.000 --> 00:30:59.000 So, here's the non-EdReady MAP scores for the students after they went through utilizing EdReady in their class, and apologies if you can hear a lawnmower. 00:30:59.000 --> 00:31:05.000 Um, and we've, uh, and this was data that was handed over to us from the partner. 00:31:05.000 --> 00:31:11.000 And they found an average increase in their MAPS score of 17.1. 00:31:11.000 --> 00:31:19.000 Uh, which is pretty sweet. Uh, the cool thing as well, most of the students in this class ended up utilizing EdReady. 00:31:19.000 --> 00:31:25.000 And if we jump over to the next slide, we can see the students who didn't use EdReady. 00:31:25.000 --> 00:31:30.000 still experienced growth, as you'd hope in a classroom setting. 00:31:30.000 --> 00:31:35.000 But their growth wasn't… wasn't nearly as high as that average, with only a 3. 00:31:35.000 --> 00:31:40.000 in their MAPS score. 00:31:40.000 --> 00:31:46.000 And the next set that we want to look at, these were students in Montana. 00:31:46.000 --> 00:31:53.000 Uh, they were foundation students that… needed… they were behind. 00:31:53.000 --> 00:31:58.000 in what they… their skill levels were at, even before we looked at them with EdReady. 00:31:58.000 --> 00:32:05.000 Uh, and they really needed them to go into… in the Algebra 1 the next year. 00:32:05.000 --> 00:32:14.000 Um, if we just jump over… to the next slide, we can see this is one of those cases where we did mid and end of the year benchmarking. 00:32:14.000 --> 00:32:18.000 But they did utilize the EdReady study path throughout the year. 00:32:18.000 --> 00:32:25.000 And so, in the very beginning, we see. We had about 9% were actually below 6th grade level. 00:32:25.000 --> 00:32:31.000 Then about 45, 46%. were at 6th grade readiness. 00:32:31.000 --> 00:32:37.000 And then we have the remaining students who are 7th grade ready. 00:32:37.000 --> 00:32:43.000 Uh, as you can see with the benchmarks, the cool part is, no more students were below 6th grade level. 00:32:43.000 --> 00:32:49.000 Uh, they had improved up there. And we see that the 7th grade readiness. 00:32:49.000 --> 00:32:54.000 actually went up to about 66%, two-thirds of the class. 00:32:54.000 --> 00:32:59.000 Uh, which is a great improvement from where they were starting from. 00:32:59.000 --> 00:33:07.000 And they actually had those students, uh, there was a… you know, these were their most at-risk students that had previously, if you remember. 00:33:07.000 --> 00:33:16.000 Right? They were the ones that… they failed the first semester of pre-algebra. So we're looking at your most at-risk students that are probably in danger of. 00:33:16.000 --> 00:33:31.000 dropping school, or just getting into that never-ending. Uh, never-passing math situation, and so it's the lowest net that you can kind of throw for students in trying to get them through a math program. 00:33:31.000 --> 00:33:44.000 And what they were really happy about at this school was these really high-risk in students that needed a lot of assistance. They actually progressed, and they made their way above pre-algebra. 00:33:44.000 --> 00:33:55.000 And God into a class afterwards. And so. they brushed up some of those real roadblock basic skills and got into something. 00:33:55.000 --> 00:34:02.000 without… and they got some credit then for pre-algebra by doing EdReady for time. 00:34:02.000 --> 00:34:10.000 And brushing up on things that were targeted to them. Not everybody, and they still had some students that needed more work after this. 00:34:10.000 --> 00:34:15.000 And they've probably stayed on as Foundation students. We didn't get the whole story about that. 00:34:15.000 --> 00:34:23.000 But they graduated some students out of this and moved them on into a class successfully, and that was a success story. 00:34:23.000 --> 00:34:28.000 For this school. 00:34:28.000 --> 00:34:34.000 we don't have… sorry, I got… I got a question in the chat area. We don't have their Algebra 1. 00:34:34.000 --> 00:34:42.000 data at this point. This was a… out-of-the-box last year program, and they're in the midst of it now. 00:34:42.000 --> 00:34:51.000 Good question, though. That's kind of hard for us to get. We have to go to the school and ask to get a one-to-one comparison there, but it's a good idea. 00:34:51.000 --> 00:35:01.000 Jason and Verge, write that down. Great question. So, there's two examples. If you have questions, please, uh. 00:35:01.000 --> 00:35:11.000 Um, you know, Verge already answered, she's good, she's on it, so… hopefully we'll have that answer the next time we share those slides at some point. 00:35:11.000 --> 00:35:23.000 All right, another… again, we deal with this huge number of… engagements and things, but these are the real stories on the ground, so one more real story on the ground. 00:35:23.000 --> 00:35:29.000 falls to this 8th grade group, so let's… show this as both. 00:35:29.000 --> 00:35:34.000 So then, this was, once again, an example where we did some benchmarking throughout the year. 00:35:34.000 --> 00:35:42.000 Uh, and so, just as before, we started with a population of students that were below 6th grade level. 00:35:42.000 --> 00:35:45.000 And a heavy chunk of the population at 6th grade level. 00:35:45.000 --> 00:35:52.000 And as you can see, over the year, we ended up with students making it all the way up to Algebra 1 ready. 00:35:52.000 --> 00:36:01.000 And then the majority of the students being 7th or 8th grade ready, uh. 00:36:01.000 --> 00:36:02.000 And I think another part of this don't… 00:36:02.000 --> 00:36:09.000 So, once again, huge improvements throughout the year. Uh, this was with a bigger class of students, uh, and they weren't quite as at risk as those foundation students. 00:36:09.000 --> 00:36:15.000 from before. Uh, but then for this one, we even looked at their study time. 00:36:15.000 --> 00:36:18.000 Uh, in order to get up to those levels. 00:36:18.000 --> 00:36:24.000 And for the students that increased. their score, uh, all total. 00:36:24.000 --> 00:36:29.000 throughout the year. It was about six and a half hours of study time. 00:36:29.000 --> 00:36:36.000 Uh, there were a couple students that. decreased their score in our benchmarking. 00:36:36.000 --> 00:36:39.000 Uh, that can happen for a variety of reasons. 00:36:39.000 --> 00:36:46.000 Uh, but we did find that they had significantly lower study time overall compared to the students who went up a level. 00:36:46.000 --> 00:36:51.000 Uh, but then, in the bottom left here, you can see there's even some cool examples where. 00:36:51.000 --> 00:36:55.000 students went up two levels, or even in the case of one student. 00:36:55.000 --> 00:37:00.000 They bumped up a full 3 levels by the end of the year. 00:37:00.000 --> 00:37:08.000 But one of the things that the goal was here, we were working with a curriculum director and a, you know, technology integration specialist, and then a. 00:37:08.000 --> 00:37:15.000 and a dedicated 8th grade teacher in a district, and what their stated goal up front with us was. 00:37:15.000 --> 00:37:20.000 Our students are behind because of COVID. we need to make up more than one. 00:37:20.000 --> 00:37:25.000 grade of math proficiency in the year, or they continue to fall behind. 00:37:25.000 --> 00:37:31.000 So they wanted to see one or greater. on this scale. 00:37:31.000 --> 00:37:36.000 And so even those ones represent at least one, because you have to get up a full level. 00:37:36.000 --> 00:37:41.000 So, in most of those cases, it was a level, and, you know, a percentage, but we're only tracking. 00:37:41.000 --> 00:37:57.000 those levels, because we have cut scores. But this did what they really wanted it to do, which was moving those students at least one level in almost every case. You know, there's a few… there's the 14-15% of those students that didn't. 00:37:57.000 --> 00:38:08.000 But, wow, they… they were pretty pleased. It was a great teacher, great situation, and well-applied use of the technology. 00:38:08.000 --> 00:38:10.000 This just shows at the end of the year, then. 00:38:10.000 --> 00:38:17.000 Um, you know, how many of them. At the end of the year, check, increase the full level, and 97% increased their score. 00:38:17.000 --> 00:38:24.000 We… you always have a student or two that blow off the test, especially at the end of the year, and that's reality, too, so we left it in there. 00:38:24.000 --> 00:38:29.000 Because it's real. 00:38:29.000 --> 00:38:34.000 And then this just shows Jason's data, again, it shows the growth tracking. 00:38:34.000 --> 00:38:37.000 That's what you want to see when you're looking for growth. 00:38:37.000 --> 00:38:45.000 The blue being the initial, and the red being the… Post. 00:38:45.000 --> 00:38:55.000 All right, let's see… Jason, I can… take this one, this one's a… this one's actually a… well, let's pause there, because that's some of our. 00:38:55.000 --> 00:39:03.000 That's a majority of our algebra readiness, which is what we really wanted to allow people to ask some questions about, if there were any. 00:39:03.000 --> 00:39:08.000 Any questions on our pathway to Algebra implementation? 00:39:08.000 --> 00:39:14.000 Although, actually, I can jump in. So, we had the question earlier about how they did in Algebra 1. 00:39:14.000 --> 00:39:17.000 So for that particular class, we don't have that data. 00:39:17.000 --> 00:39:23.000 But our college placement implementations, we do have data. 00:39:23.000 --> 00:39:28.000 about how they did in the classes following. Uh, using EdReady. 00:39:28.000 --> 00:39:34.000 good plan, so I'll skip over this one, and I'll just jump down to that one, and that'll answer. 00:39:34.000 --> 00:39:36.000 part of that question for Melissa, because we do have. 00:39:36.000 --> 00:39:43.000 At the University of Montana here in… in… in our state and where we're housed. 00:39:43.000 --> 00:39:46.000 One of the things that we do there is we do, um. 00:39:46.000 --> 00:39:52.000 a placement program with them, and it's gone so far as to actually impact our. 00:39:52.000 --> 00:39:57.000 Montana Board of Regents policy on placement. We've taken this. 00:39:57.000 --> 00:40:03.000 Our NROC team… the NROC team and us, uh, we've worked together on this. 00:40:03.000 --> 00:40:09.000 huge problem of, you know, students being underprepared for, in this case, it was algebra at the college level. 00:40:09.000 --> 00:40:18.000 But, um, were you doing that with placement efforts that allow you to not just have a placement number attached to you and your label. 00:40:18.000 --> 00:40:25.000 But it's something that you get a placement level, and then you are given the ability within EdReady to make an improvement. 00:40:25.000 --> 00:40:34.000 on that score, and improve your placement. And it's totally revitalized these placement efforts all over the… all over the nation. 00:40:34.000 --> 00:40:41.000 And one of the examples that we have here is in Words. Our Board of Regents adopted this new. 00:40:41.000 --> 00:40:44.000 policy that reflects… it doesn't say you'll use EdReady. 00:40:44.000 --> 00:40:52.000 But it may as well, in some cases, because what it does is it says the placement model should allow students opportunities to build skills. 00:40:52.000 --> 00:41:04.000 And avoid prerequisites. And so this is… this is the proof, or this was sort of some of the reasons why. So we took a look at the data for those students, and you can see the numbers here. 00:41:04.000 --> 00:41:09.000 But we looked at all students that came into the school. 00:41:09.000 --> 00:41:18.000 ACT is compulsory in Montana, and so… Most students that are coming in to higher education have an ACT score. 00:41:18.000 --> 00:41:27.000 When they use their ACT score, and then we looked at their success rate in the classes, DWFI, drop, withdraw, fail, incomplete. 00:41:27.000 --> 00:41:36.000 Uh, versus a passing grade, those students passed across the board in their initial math class at just under 80%, 79.7%. 00:41:36.000 --> 00:41:42.000 And then we looked at EdReady, so this is the group of students that come in last minute. 00:41:42.000 --> 00:41:49.000 Because they have no other math placement. And they use that ready instead of ACT, and they just use a one-and-done test. 00:41:49.000 --> 00:41:52.000 Nothing else, it's just the same as the ACT. 00:41:52.000 --> 00:41:55.000 It just says, you go here, you go here, you go here. 00:41:55.000 --> 00:41:58.000 don't do anything else. They passed a little bit lower rate. 00:41:58.000 --> 00:42:03.000 But, that's no surprise, because they were the ones that came in with no previous experience. 00:42:03.000 --> 00:42:07.000 And they were coming in last minute and adding school to their plate. 00:42:07.000 --> 00:42:12.000 Now let's look at that same group, then they used EdReady and improved themselves. 00:42:12.000 --> 00:42:17.000 And so, we looked at EdReady, and then the ones that improved their score. 00:42:17.000 --> 00:42:22.000 And the ones that improve their score, you see here, passed in an 83% rate. 00:42:22.000 --> 00:42:35.000 Versus the ACT takers. Versus the one and done, especially versus the one-and-done students that came in last minute. So we, again, proved our thesis of, if you do math, you get better at math. 00:42:35.000 --> 00:42:41.000 We're proving this over and over again in a lot of different levels, and I know a lot of you in the audience do the same thing. 00:42:41.000 --> 00:42:48.000 But if you do math that's especially directed toward your proficiencies that you need work on. 00:42:48.000 --> 00:42:56.000 It's… and you struggle with that. you then learn it, and you move on and actually, you know, you're… you can be more successful. 00:42:56.000 --> 00:43:04.000 at those other levels. So, that gets back to that question. So, thanks for asking that question. 00:43:04.000 --> 00:43:13.000 Any other questions? 00:43:13.000 --> 00:43:21.000 I'll just show you that… that… that similar, um… set of, uh, expectations that we had at the Pathway to Algebra. 00:43:21.000 --> 00:43:24.000 This is a simplified version of that, and I know. 00:43:24.000 --> 00:43:31.000 the NROC team does this for a lot of different places around the country as well, so I tried to make it as, uh. 00:43:31.000 --> 00:43:38.000 generic as I could, but this is… this is the way that we run this when we do our placement implementation. 00:43:38.000 --> 00:43:46.000 uh, is that we have those. different cut scores that say, here's where you would be if you stop, so this is when you take the initial diagnostic. 00:43:46.000 --> 00:43:49.000 And those other numbers are tied to these same levels. 00:43:49.000 --> 00:43:54.000 And those are generic titles. We've mapped out all the different math classes across. 00:43:54.000 --> 00:44:05.000 our university system at each one of these levels, so we work with the teams out at the schools to do that. And then we also have run this with many. 00:44:05.000 --> 00:44:10.000 Students in real life and test students before that, so it's gone through a lot of. 00:44:10.000 --> 00:44:14.000 you know, on-the-ground testing and validation and that sort of thing. 00:44:14.000 --> 00:44:23.000 And then, uh, we have the workup scores, and in our implementation, what the universities have said is, all by yourself, as a student. 00:44:23.000 --> 00:44:27.000 You can work up to one or two levels above where you started. 00:44:27.000 --> 00:44:31.000 We're not going to have a student that tested at pre-algebra going into calculus. 00:44:31.000 --> 00:44:40.000 That's not what this is about. But it is about being able to help that pre-algebra student maybe not have to take two and a half years of. 00:44:40.000 --> 00:44:50.000 prerequisite math that doesn't count toward their math. credits, or their college credits. It lets them get into maybe that first level math class. 00:44:50.000 --> 00:44:56.000 Um, that does actually count for college credit. before they start. And so. 00:44:56.000 --> 00:45:00.000 Very similar, it's parallel, because we're doing the same thing at that middle school and high school level. 00:45:00.000 --> 00:45:08.000 As well, when we're looking at Pathway to Algebra, but it helps you conceptualize it, because I know in the crowd, we had a lot of higher ed folks here. 00:45:08.000 --> 00:45:17.000 As well, so I just wanted to kind of show both. 00:45:17.000 --> 00:45:19.000 It looks like we just got a question from Ashley Peters. 00:45:19.000 --> 00:45:31.000 Great. So, Ashley says, we currently have an admission criteria that requires students to complete Algebra 1 and Algebra 2. 00:45:31.000 --> 00:45:37.000 But we are looking for… The contingency for students that have not completed this. 00:45:37.000 --> 00:45:40.000 Could this be an option for those students that have. 00:45:40.000 --> 00:45:50.000 Algebra 2 threshold score. Uh, most definitely. I mean, that's pretty much… there's a lot of different reasons why students end up in that, uh. 00:45:50.000 --> 00:45:54.000 math placement using EdReady in our… in our implementations. 00:45:54.000 --> 00:45:59.000 It could be for a variety of reasons, between, you know, slow transcripts to. 00:45:59.000 --> 00:46:05.000 Uh, they weren't happy with their previous score, they feel like it didn't reflect their current knowledge. 00:46:05.000 --> 00:46:11.000 Or, in this case, they were borderline or, you know, maybe they were a senior that got a little senioritis, and. 00:46:11.000 --> 00:46:17.000 forgot to show up for Algebra 2 class for a while. There's a lot of different reasons why. 00:46:17.000 --> 00:46:23.000 It then is… and the recency of that math experience, that this sort of. 00:46:23.000 --> 00:46:30.000 placement option gives you is a… that's what we hear from our users. It's a big advantage to know. 00:46:30.000 --> 00:46:36.000 that they've gone through this work recently, leading up to the semester, and we feel like. 00:46:36.000 --> 00:46:41.000 we haven't done an in-depth study about recency on any of that, but. 00:46:41.000 --> 00:46:47.000 anecdotally and qualitatively, that's what we're hearing as an answer to your question, is yes. 00:46:47.000 --> 00:46:58.000 that recent practice at that. middle to high level before they hit the ground into, like, a pre-algebra or a pre-calculus class, or whatever they might be entering into. 00:46:58.000 --> 00:47:10.000 at the college level is a great benefit, according to the math department professionals out there that we deal with. 00:47:10.000 --> 00:47:18.000 Did that answer your question, or was there a… Another piece to it that I might have missed. 00:47:18.000 --> 00:47:29.000 Cool. All right. 00:47:29.000 --> 00:47:40.000 Well, we can… we don't have to go in… we have our data slides, but I don't feel like I need to go into every one of them that we brought to the table unless there's somebody specifically looking at something like that. 00:47:40.000 --> 00:47:46.000 question, so… Is there anything else that we can answer? 00:47:46.000 --> 00:47:53.000 We wanted to leave a little bit of time here at the end for Q&A. 00:47:53.000 --> 00:48:02.000 Yeah, we'll see if any other questions pop in, but, um, I'd certainly love to dive a little deeper into some of the stuff that you talked about, um. 00:48:02.000 --> 00:48:09.000 Particularly, you know, you have a very wide range of implementations, both within Montana and. 00:48:09.000 --> 00:48:35.000 And without, um… Do you see any key differences in terms of, you know, comparing and contrasting the programs that you've shown the data from here versus programs where you're maybe not seeing a lot of progress with math, um, with students? I know that there are a ton of different programs that are really struggling to prepare students. 00:48:35.000 --> 00:48:45.000 Sure. Well, we do some benchmarking as well. that… so we have the tests that… kind of show you, are our students ready? 00:48:45.000 --> 00:48:50.000 for that transition between those middle school grades? Are those students ready for the transitions between. 00:48:50.000 --> 00:48:57.000 those different college-level preparation levels. And one of the things that we've noted. 00:48:57.000 --> 00:49:06.000 is even with a full year of practice and doing math sometimes, you have a certain group of students that are just a little bit behind the curve of the rest of the class. 00:49:06.000 --> 00:49:17.000 And so, I'll answer that in two ways. For those students, we have… we have a couple of programs, like in the junior and senior year level classes in high school. 00:49:17.000 --> 00:49:23.000 that then the math department and the administration get together and let the parents know, hey. 00:49:23.000 --> 00:49:29.000 You know, your students are on the college track, and they're going to get a college prep diploma, but as they sit right now. 00:49:29.000 --> 00:49:38.000 you know, we're using the same program that the university's using here, and it's saying they could use a little bit more work and not take a full year plus a summer. 00:49:38.000 --> 00:49:42.000 off of math, and then try to hit the ground running in college. 00:49:42.000 --> 00:49:46.000 We want to give them something during their first half of the senior year before they leave. 00:49:46.000 --> 00:49:52.000 And so we're seeing programs like that become a pretty valuable bridge into. 00:49:52.000 --> 00:49:59.000 higher education, or a form… or programs that are statewide that we hear about through our NROC partnerships. 00:49:59.000 --> 00:50:05.000 that do the same sort of thing, that provide sort of that bridge or that hand up into college. 00:50:05.000 --> 00:50:16.000 that are there to help identify, even though you think you're ready, and you passed all your classes, skill-wise, you don't want that to come out in a standardized test that ends up costing you. 00:50:16.000 --> 00:50:21.000 more money and time in classes that you don't need to take. 00:50:21.000 --> 00:50:30.000 And we know that retaking an ACT test. And not doing any math in between doesn't really… significantly help your placement. 00:50:30.000 --> 00:50:33.000 But if you do some math on the things that you don't know. 00:50:33.000 --> 00:50:36.000 that's where our… that's where a system like this can really help. 00:50:36.000 --> 00:50:44.000 is, oh, that's what I needed to study, not… I just had a bad day and didn't drink my orange juice before I went and took my test. 00:50:44.000 --> 00:50:45.000 I'd also add that structure and communication with your students is key. 00:50:45.000 --> 00:50:49.000 So… 00:50:49.000 --> 00:50:55.000 Uh, as probably the least successful programs that we've seen are ones where. 00:50:55.000 --> 00:51:02.000 they didn't even use the tool, just because they thought it would be a good tool to have up on the shelf, but then didn't have a plan. 00:51:02.000 --> 00:51:10.000 for implementation, or ones where they did communicate that it's available to the students, but they didn't give the students any structure. 00:51:10.000 --> 00:51:18.000 As to how to approach it. And thus, it ended up being a situation where they may or may not have done any work in it. 00:51:18.000 --> 00:51:26.000 Or they didn't have the opportunity to communicate with an educator about their work to kind of get that dialogue going. 00:51:26.000 --> 00:51:30.000 As far as how… how their use of the program was. 00:51:30.000 --> 00:51:38.000 We should post some of that unsuccessful data here, too, that I'm just thinking about this, because Jason and I have looked at a couple of implementations behind the scenes. 00:51:38.000 --> 00:51:42.000 Where… and we try to avoid them at all costs in our team. 00:51:42.000 --> 00:51:49.000 But we'll have 300 juniors at a school. get offered this ability to do ACT. 00:51:49.000 --> 00:51:55.000 or… prep. And we'll have 30 students that log in. 00:51:55.000 --> 00:52:00.000 they'll just throw it out there, and they'll say, hey everybody, go practice the ACT prep stuff. 00:52:00.000 --> 00:52:07.000 And that's their plan. And then they'll have 30 students that log in, they'll have 10 students that actually click on something. 00:52:07.000 --> 00:52:15.000 They'll have about, you know, a handful then. that completed a diagnostic, and they'll have, like, 3 out of the 300 that actually. 00:52:15.000 --> 00:52:22.000 work through the study path, and that's where our team has kind of gotten intrusive into that situation. It's like, no! 00:52:22.000 --> 00:52:27.000 We don't want you to use the program like that, because then that's what the program gets known for. 00:52:27.000 --> 00:52:31.000 We want to help you use the program in a way that is intentional. 00:52:31.000 --> 00:52:39.000 with Fidelity, and helps you get to the answer of that question of how do I get my students to where, you know, I want them to be prepared for. 00:52:39.000 --> 00:52:45.000 And so, you know, when we just do straight benchmarking and nobody uses the program to help. 00:52:45.000 --> 00:52:50.000 hit those gaps or weaknesses. We're seeing growth that mirrors. 00:52:50.000 --> 00:52:59.000 growth that you would see, you know, without. our program. Um… And maybe not making that more than one year. 00:52:59.000 --> 00:53:05.000 progress, and then we go back in with that math department, and we say, will somebody want to pilot. 00:53:05.000 --> 00:53:11.000 doing it with their program, and maybe prove that we can spread this to a whole school. 00:53:11.000 --> 00:53:16.000 So that's… that's the sort of things that we try to do in both. 00:53:16.000 --> 00:53:25.000 tracking, um, things that are using it well, and things that are not, and other programs that are not using them. 00:53:25.000 --> 00:53:35.000 That's great. That's… that's really interesting to hear how that breakdown is going. Um, I'd actually love it if you could, uh, sort of dive in any deeper to. 00:53:35.000 --> 00:53:42.000 how you handle the communication aspect of communicating with administrators, educators. 00:53:42.000 --> 00:53:56.000 students, parents, potentially, in terms of really trying to create that incentive to take advantage of the program. You know, we know that the program works if you work it, as you sort of said earlier in the presentation. 00:53:56.000 --> 00:54:04.000 Um, how do you think… that communication is best managed, are there best practices that you've learned along the way? 00:54:04.000 --> 00:54:08.000 Yeah, any other insights on that? 00:54:08.000 --> 00:54:09.000 So, I think that varies with… what kind of implementation it is. 00:54:09.000 --> 00:54:13.000 Yeah. We're gonna… 00:54:13.000 --> 00:54:19.000 Uh, so, for example, the college placement implementation, there's no classroom. 00:54:19.000 --> 00:54:26.000 to… to run it for students, but instead, they're the communication of. 00:54:26.000 --> 00:54:35.000 you get what you put into it. And, you know, you can save an entire year or two off of your college career. 00:54:35.000 --> 00:54:42.000 by… by utilizing the program with fidelity. that communication works out really well, and we've seen amazing results. 00:54:42.000 --> 00:54:48.000 as colleges have adjusted their. culture of placement to match. 00:54:48.000 --> 00:54:54.000 the EdReady model. More and more students are engaging in it that way, and getting a lot of benefit. 00:54:54.000 --> 00:55:02.000 But then, for, like, a K-12 classroom. I think our best cases are where they dedicate. 00:55:02.000 --> 00:55:10.000 like, one period a week. to doing EdReady so that students have that opportunity to jump in. 00:55:10.000 --> 00:55:15.000 and jump in with guidance and get that help. 00:55:15.000 --> 00:55:21.000 And I just brought up a document here that we use for a lot of our school-based implementations. Some of the ones. 00:55:21.000 --> 00:55:30.000 you know, placement is different, somebody in an adult ed center or correctional facility, everybody has a little bit different fine-tuning that we need to do. 00:55:30.000 --> 00:55:37.000 to work with administration, or teachers, or turnover of teachers and such. But this is a rough outline of what we feel it takes in a lot of. 00:55:37.000 --> 00:55:45.000 you know, school implementations. of figuring out who our audience is and what their needs are, and then. 00:55:45.000 --> 00:55:56.000 working on getting that off the ground successfully, then learning about how the system and what it's telling you, so that you can go back in and apply that to your teaching and learning situation. 00:55:56.000 --> 00:56:02.000 And so it's sort of a process that we don't like to dump everybody up front. We like to bring this along. 00:56:02.000 --> 00:56:07.000 Throughout the year, and spend, you know, a good 8, you know, 6, 8, 10, 12 hours. 00:56:07.000 --> 00:56:12.000 with an individual school, depending on what their needs and their… what their organization looks like. 00:56:12.000 --> 00:56:17.000 to really help them get to this point where they're making an impact on student learning. 00:56:17.000 --> 00:56:25.000 and getting some of those good results that we're looking at. And some pick this up very quickly, and then they start to take ownership of it, and we're basically off to the side. 00:56:25.000 --> 00:56:36.000 And other places, we have to really. get sort of this… it's treating things a little bit differently. It's different than they've done maybe a technology integration. 00:56:36.000 --> 00:56:40.000 challenge in the past into curriculum, or maybe it's teachers that are less. 00:56:40.000 --> 00:56:45.000 comfortable with technology, or some that really are very comfortable. 00:56:45.000 --> 00:56:52.000 And just kind of striking that mix, and… working with them as needed. 00:56:52.000 --> 00:57:00.000 Yeah, um, as we wait here, obviously, if anybody has any questions, please feel free to pop them into the chat or the Q&A section. 00:57:00.000 --> 00:57:24.000 I'd actually love to hear a little bit more about, um… what success you've seen in terms of partnering this with teacher instruction, right? Because we know, obviously, that teachers, they are the spine of every classroom, and that instruction, um, obviously forms the real core of any success you're gonna see with a program like this, right? That. 00:57:24.000 --> 00:57:34.000 that coupling it with instruction really empowers each student for success. Just wonder if you have any sort of success stories from that, or anything that you've noticed in terms of. 00:57:34.000 --> 00:57:42.000 how teachers integrated into the instruction process, um, or into their instruction philosophy that you might want to share. 00:57:42.000 --> 00:57:46.000 Sure. Jason, do you want me to start, or are you? 00:57:46.000 --> 00:57:54.000 Uh, I can jump in on that one. Um… So we actually have a few different ways that that synergy has occurred. 00:57:54.000 --> 00:58:01.000 Uh, one is the, uh, EdReady has a really cool tool for teacher logins. 00:58:01.000 --> 00:58:09.000 Where you can just see the… the practice problems learn… just all the learning material that the students see. 00:58:09.000 --> 00:58:11.000 And so we've had teachers will open that up. 00:58:11.000 --> 00:58:17.000 So they don't have to log in as a student to see the material. They'll log in as themselves and project it. 00:58:17.000 --> 00:58:27.000 So that they can walk through. some of the practice problems with the whole class. Uh, so they just use EdReady as an instruction material. 00:58:27.000 --> 00:58:30.000 But they don't use it, like, in place of their lecture. 00:58:30.000 --> 00:58:34.000 Uh, so along those lines, we've also had teachers say. 00:58:34.000 --> 00:58:39.000 It's great that there's another voice. that the students have access to. 00:58:39.000 --> 00:58:42.000 Because they might explain the material in one way. 00:58:42.000 --> 00:58:46.000 And the students don't quite get it, but then they get into Ed Ready. 00:58:46.000 --> 00:58:52.000 And that's just an alternate explanation for the same concept, and that might help it click. 00:58:52.000 --> 00:58:55.000 And so, just giving them all those different avenues. 00:58:55.000 --> 00:58:59.000 has been really helpful in the classroom. 00:58:59.000 --> 00:59:07.000 And then, I think I froze up here, hold on. 00:59:07.000 --> 00:59:08.000 Oh, you're good on my end. 00:59:08.000 --> 00:59:18.000 Let's see here… I think that… Okay. My screen just totally froze up. Okay, so one of the other aspects that… and this goes back to our ambassadors that work in the field all the time. 00:59:18.000 --> 00:59:24.000 is we get a lot of offline or organizational material that's used either in a blended learning situation. 00:59:24.000 --> 00:59:30.000 Or in a true online situation that helps organize student expectations. 00:59:30.000 --> 00:59:38.000 Around what they should be doing in the class, and just like any other… I mean, no more would you throw a math book at a group of students and say, hey, go learn math. 00:59:38.000 --> 00:59:57.000 Our tendency, though, sometimes with technology is to do just that. And so, what we want to help people do is you don't just throw it at them, you organize that and say, you know, you need to use the program in this way, or this is a point where you need to stop and maybe take a few notes, or do a little reflection on where you're at. 00:59:57.000 --> 01:00:02.000 Or here's where you're at, let's take a little reflection time up front to have a plan. 01:00:02.000 --> 01:00:05.000 Before you go sit at the computer, so you're going to be focused on. 01:00:05.000 --> 01:00:12.000 you know, Jason may be focused in this area, because that's where he needs some work, and I may be in a little different spot, and William might be. 01:00:12.000 --> 01:00:17.000 You know, up here, working on some stuff, because he's in a different spot, too. 01:00:17.000 --> 01:00:42.000 And then, you know, there may be certain groups of students that are working in those areas, or you may want to have a day where they go and all do the same thing, and you use that as a group lesson, because it's a brand new skill. 01:00:42.000 --> 01:00:49.000 what's going on in this mysterious system, it can be really daunting, and so figuring out how to make that. 01:00:49.000 --> 01:00:58.000 makes sense for a teacher. That's really what our team and sort of the resources that we help put into place help them do. 01:00:58.000 --> 01:01:06.000 which you think… This sometimes may come naturally, but not always. It sometimes takes a lot of work. 01:01:06.000 --> 01:01:10.000 to get that into place in a way that. 01:01:10.000 --> 01:01:16.000 ultimately will impact the student learning. And help the teacher know more about what that student's learning. 01:01:16.000 --> 01:01:20.000 I know also to brag a little bit more about NROC tools that they. 01:01:20.000 --> 01:01:26.000 put in place to help out, is we set up notifications on our goals. 01:01:26.000 --> 01:01:34.000 Where if students do a test. And don't master it. 3, 6, or 9 times. 01:01:34.000 --> 01:01:38.000 It will trigger a notification to the student to encourage them to study. 01:01:38.000 --> 01:01:42.000 But then our teachers can subscribe to those notifications. 01:01:42.000 --> 01:01:45.000 So that when they log into EdReady, they can see. 01:01:45.000 --> 01:01:53.000 Jason did this test and hit the trigger. And that can give them an opportunity to then have a conversation with that student. 01:01:53.000 --> 01:01:56.000 Uh, and get more out of this system on their end. 01:01:56.000 --> 01:02:02.000 Uh, and also look at… we have, like. testing history versus study time reports. 01:02:02.000 --> 01:02:06.000 So you can see if a student is spending most of their time just testing. 01:02:06.000 --> 01:02:08.000 Or if they are engaging in the learning material. 01:02:08.000 --> 01:02:12.000 Uh, just more tools to help teachers, motivate students. 01:02:12.000 --> 01:02:14.000 That's great. Well… Yep. 01:02:14.000 --> 01:02:20.000 I think we're up to the hour, so… their light be closed, so… Thanks for the questions. 01:02:20.000 --> 01:02:30.000 Yes, well, well, thank you both for presenting that data, for presenting about the implementations you've been handling, and all the great work you do over there at EdReady Montana. I know. 01:02:30.000 --> 01:02:40.000 We're just thrilled to see about those implementations. Obviously, if you have any other questions, and Ryan, you can run over to the next slide for us, if you have any questions, please don't, um. 01:02:40.000 --> 01:02:46.000 well, we have our upcoming November webinar as well, but you can get in touch with our team. 01:02:46.000 --> 01:03:16.000 You can book a demo here at this QR code, um, and if you have any other questions, of course, please don't hesitate to reach out to us. We're always open to talk about implementations, working with algebra, or any of the other categories that we spoke about earlier. So, thank you again, Ryan, Jason, and thank you all for attending today. 01:04:04.000 --> 01:04:11.000 All right. Just the three of us left. 01:04:11.000 --> 01:04:12.000 Thank you both very much. Any questions or anything that came out of that? 01:04:12.000 --> 01:04:15.000 Awesome. 01:04:15.000 --> 01:04:21.000 No, great, great questions back to us. You made us fill in some gaps that we… 01:04:21.000 --> 01:04:25.000 I was flying by the seat of my pants, so doing the best I could. But, um… 01:04:25.000 --> 01:04:34.000 Oh, no, it was good. We've definitely had ones where it turns into dead air at the end, so that was really nice to… have something to keep the conversation going. 01:04:34.000 --> 01:04:45.000 Well, I was… I was continuously jotting down different question ideas that came through my… My mind, as you all were speaking, and um… That's all great. I really, you know, to see data like that for us. 01:04:45.000 --> 01:04:58.000 We depend so much on the warriors on the front lines, like you all, um, getting that data in, so… I know for us and for our network, it's always so… It's so nice to see the success that people are having. So, um, yeah. 01:04:58.000 --> 01:05:02.000 Yeah, one of the hard things for us has always been that data, because. 01:05:02.000 --> 01:05:12.000 You know, back in the early days, we were trying to find these big data sets and how it impacted everybody, and we had to realize that we're not one big implementation, like in some of the states. 01:05:12.000 --> 01:05:16.000 We're a whole bunch of small ones, and so we… that's what we're trying to do, is. 01:05:16.000 --> 01:05:20.000 Jason and I have made an effort this la- especially this last couple of years. 01:05:20.000 --> 01:05:25.000 And we're working with Virge and Jackie out on the ground to help us identify them. It's like. 01:05:25.000 --> 01:05:33.000 We need an example. in… in all of these different… really cool areas that we know there's impact. 01:05:33.000 --> 01:05:37.000 But let's get some, you know, that's why we put the bullet out there, bullet list, to kind of lay out, this is what it looks like, this is what it's like on the ground in reality. 01:05:37.000 --> 01:05:45.000 And