Math, reading program expanding

Part 2 of 2

Sonoma schools are experimenting with a technology-based method of targeted classroom instruction aimed at making sure that all local students are proficient at reading and math by the end of third grade. Local philanthropist Gary Nelson joined forces with veteran teachers Marian Rasmussen and Terry Roberts to pilot the program at Dunbar Elementary School. This fall, thanks to financial support from the Sonoma Valley Education Foundation, students at two additional schools will begin using the computer programs that form the foundation of the Grade Level Proficiency Project.

The Grade Level Proficiency Project represents a sea change for teachers and as the first campus to pilot the program, Dunbar Elementary Principal Melanie Blake knew that getting her staff on board and excited about the project was going to be key to its success. She began by issuing each teacher an iPad mini.

Teachers had a few weeks to play around with the two central applications that the students would be using – Lexia Reading and Dreambox Math. After the launch, they noticed that the students were tremendously engaged when using the programs. But Blake found that her teachers were particularly excited about the same-day data they receive specific to each student based on his or her progress playing the games and doing the activities on the sites.

“You just can’t differentiate any better than this,” said teacher Megan Gauci. Lexia produces leveled spelling lists so Gauci’s classroom actually has several different spelling groups. The program can even produce homework, geared to each student’s level. Assessments like spelling tests and math tests are administered and scored via the program, which is a huge help to a busy classroom teacher. “We spend less time generating the data on how our kids are doing and more time analyzing trends and patterns,” said Gauci. “GLPP frees up classroom time for experiential learning and meaningful direct instruction,” added Rasmussen.

Central to the success of GLPP, are classrooms split into three groups. One group of students works at its own pace on the programs on devices under the supervision of the aide. One group receives direct instruction from the teacher, and one group works independently.

Adding an aide to every K-3 classroom is an expensive proposition but Blake said it is a crucial part of GLPP. “Until students are at grade level, it is almost impossible for even the most experienced teacher to successfully teach 25 students by themselves.”

The primary costs are those aides, the devices (Chromebooks, iPads or iPad minis) and the licensing of the two programs. Nelson estimates that the cost per school of GLPP implementation for first, second and third grades is approximately $200,000.

In addition to the extra hands provided by the aides, critical to the program’s success has been having veteran educators Rasmussen and Roberts working alongside the classroom teachers.

After a year or two of training, teachers will be expected to lead the program in their classrooms on their own with an ongoing aide.

How can this program be expanded across the district? Right now, Rasmussen and Roberts spend two days a week at Sassarini Elementary, two days a week at Sonoma Charter School and one day at Dunbar. The tentative plan for next year would be one day at SCS, one day at Sassarini and the other three days at one or two new elementary school sites.

School Superintendent Louann Carlomagno has been impressed by Nelson’s early results data. “We have spent countless hours determining the scalability of GLPP and we are excited that two additional schools are participating. It is a big undertaking but the initial results indicate that GLPP could be instrumental in helping us to meet our district wide goal of having all Sonoma students proficient at reading and math by the end of third grade.”

“Educators lay awake at night wondering how we can get every single kid to thrive,” said Nelson. “I think that technology can be the silver bullet to help us reduce the achievement gap.”