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2018 Annual Report 1 Table of Contents 2018 ANNUAL REPORT 1 TABLE OF CONTENTS A New Approach to Personalized Learning 5 Defining Personalized Learning 6 Developing School-Based Learning Models 7 Core Design Tenets 8 Our Team 11 Board of Directors 12 Board of Advisors 13 Key Highlights and Accomplishments 14 Partner Spotlight: Playing the Long Game in Chicago 16 Student Spotlight: A Story of Perseverance 19 Content Partners 21 Year 6 Results 22 Our Funding Partners 23 Appendix A: School Data Sheets 24 Appendix B: NWEA Norms for 2011 and 2015 62 Appendix C: Audited FY18 Financials 63 2 3 Dear Friends and Supporters, A NEW APPROACH TO PERSONALIZED LEARNING Who We Are This problem is especially acute in We celebrate and reflect on our sixth year of helping schools deliver student- In June 2011 we launched New Classrooms mathematics, a major obstacle preventing centered learning models for the benefit of every student, every day. Teach Innovation Partners as a 501(c)(3) to students from achieving college- and to One: Math (TTO), our first school-based model, served students in 35 personalize learning by redesigning how career-ready standards. Mastery of math schools this year. a classroom works—from the use of concepts builds on itself over time, so when technology, time, and physical space to the students fall behind, those gaps carry over instruction and content that engages each and their chances of catching up dwindle. We’re pleased to share that students participating in TTO continue to see student. New Classrooms was founded by If a student goes into ninth grade off track consistent growth on NWEA’s Measure of Academic Performance (MAP) many members of the team that created in math, they have a less than 1 in 5 chance Growth assessment, a norm-based interim assessment derived from more School of One, an initiative incubated within of graduating high school college-ready. than 10 million students in the U.S. This year, students in our program made the New York City Department of Education Currently, two-thirds of students nationwide gains at 1.5 times the national average. (NYCDOE) under Chancellor Joel Klein and enter high school off track in math. Mayor Michael Bloomberg. Co-Founders Joel Rose and Chris Rush launched School Math is essential to success beyond high The 2017–18 school year proved to be a momentous one for the organization. of One to determine whether it was possible school and college. To be successful in TTO was featured in the Financial Times piece, “The 50 Ideas to Change to ensure that each student is learning the new global economy, having strong the World,” as an exemplar demonstrating how personalized learning can the right math lesson, at the right time, math skills is a necessity. If we really want reshape the future of education. Thanks to a $1.07 million grant from the and in the right way that best meets their students to be ready, we have to think about what skills they need no matter their Michael & Susan Dell Foundation, New Classrooms bolstered its Algebra strengths and needs. Teach to One: Math, New Classrooms’ flagship learning model, is age or assigned grade level. That’s a major program for ninth- to eleventh-grade students. We have expanded into new the realization of this vision. driver behind Teach to One’s growth to states, begun our first-ever state partnership with the State of New Mexico, high schools, which you can read about in and refined the model to succeed in rural settings. Over the last seven years, New Classrooms greater depth in this report. has continued to develop and refine Teach As we look ahead, we are more excited than ever for what is possible for to One: Math while also growing the Teach to One: Math is just one of what we number of partnership schools and districts hope will be many new learning models students. We’re exploring big questions that we expect will lead to truly across the country. This year, Teach to One that emerge over the next decade. Some of innovative solutions in education. Given the data we’re collecting on a daily served over 11,000 students in 35 schools these models may be focused on specific basis, we have the unique opportunity to learn about learning—to better nationwide. subjects or grade spans, while others may understand which combinations of learning experiences are most impactful apply more broadly. They will incorporate for different kinds of students. With emerging new technologies, we will have Solving a Core Problem different pedagogical approaches, different educator roles, different ways to use more opportunities to accelerate student learning even further. Thank you Our work is grounded in the belief that the traditional school model makes it nearly technology, and different ways of using time for joining us on this journey. impossible for teachers to meet each and space. And they will reflect the very student’s unique needs. With one teacher, best thinking from those operating both a set of textbooks, and 30 or so same-aged inside and outside of the system today. Our students in an 800-square-foot-room, this theory of change is rooted in replacing the model prioritizes grade-level material over century-old classroom model and looking a tailored approach that meets students at personalization through the lens of what, Joel Rose Chris Rush where they are. Too often, it fails those who when, how and where students learn. Co-Founder & CEO Co-Founder & Chief Program Officer enter behind grade level and hinders those who enter near the top. 4 5 DEVELOPING SCHOOL-BASED LEARNING MODELS Schools have several options when exploring how best to support personalization. At one end of the spectrum are digital products and tools that teachers can use as learning supplements for their classroom. These products generally require the classroom teacher to determine how best to integrate them into their daily activities and workflow. On the other end are comprehensive, school-based learning models such as Teach to One: Math that typically replace a school’s core curriculum and embed personalization into all aspects of learning. School based models combine an academic design that articulates what students learn with a set of operating structures that shape where, when, and how students learn. They affect what the teacher does, what the student does, and the organization of the classroom. DEFINING PERSONALIZED LEARNING O Personalized learning describes the practice of making each student’s needs the driving p n e force in his or her education. It is an alternative to the traditional “one-size-fits-all” ig r a approach where students who happen to be the same age learn the same things at the s t e same time. io D Adaptive Teacher Curriculum Workflow n c a Personalized learning does not have to mean students are working in isolation. They can i l experience a variety of instructional approaches and can be continually regrouped with m Assessment Daily D other students who share common needs. While technology can play a role, it does not Scheduling e e mean that students must spend all of their time on computers. d s a i g c a New Classrooms® solution Social Emotional Space n A Learning redesign Operational Coaching Logistics LEARNER PROFILES COMPETENCY- PERSONALIZED A FLEXIBLE Technology & Data BASED LEARNING PATHS LEARNING T Each student has an PROGRESSIONS ENVIRONMENT ec ta up-to-date record of All students are hn Da his or her individual Each student’s held to clear, high Student needs drive ology & strengths, needs, progress toward expectations, but the design of the motivations, and clearly defined each student follows learning environment. goals. goals is continually a customized path All operational assessed. A that responds and elements—staffing Models developed by organizations such as New Classrooms have teams of academic, student advances adapts based on plans, space operational, and technological experts focused on the research and development required as soon as he or his or her individual utilization, and time to support personalization. To date, hundreds of thousands of hours have gone into the she demonstrates learning progress, allocation—respond details of Teach to One: Math on everything from learning progressions, to instructional understanding. motivations, and and adapt to support content, to assessment, to the logistics that enable personalized homework. Schools are goals. students in achieving then able to customize the model to meet the needs of their particular community. their goals. 6 7 Collective Teacher Responsibility Teachers cultivate a culture of adult collaboration to benefit the needs of all students. Adult learning communities thrive when teachers grow together, share their practices, and partner with one another (and with us) in support of student learning. Shared Ownership Between Students and Teachers Students and teachers build deep, caring relationships that enable them to share ownership for learning and feel collectively CORE DESIGN TENETS accountable for ambitious student learning outcomes. We designed Teach to One: Math (TTO) to enable students to explore the beauty and complexity of mathematics while also building habits for lifelong success. The following 10 Competency-Based Learning core design tenets guided the development of the model. Student pace is driven by their individual progress, rather than that of a group. As Complete Learners students demonstrate their understanding of Students explore, question, defend, and mathematical skills or concepts, they are able build mathematical ideas, while also growing to move ahead to new ideas. as curious, motivated, and collaborative members of their school community. Timely, Actionable Data Teachers access info every day that allows Able to Meet Students Where They Are them to plan their lessons based on timely, up- Students learn what they’re ready to learn in todate, actionable data about student progress ways that are mindful of—but not exclusive and lesson activities.
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