There is a Solution to Universal Numeracy

I have for most of my professional education career and with more intensity over the past 15 months, devoted myself to the proposition that we could, if we really wanted to, ensure universal numeracy.  So much so that I have been honored and privileged to work for DreamBox Learning.   

DreamBox Learning is "the" new breed technology that leverages intelligent analytics that literally learn, adapt, adjust and personalize learning as the learner is learning.  Though I experienced firsthand the power and results of DreamBox with learners in North Carolina and Texas respectively in my role as Superintendent and Deputy Superintendent of Academics, I am convinced, now more than ever, that universal numeracy is within our reach.

More than a pipe dream, universal numeracy and its' pursuit is within our individual and collective control.  To achieve it, three areas must shift – mental models, prevention from intervention, and “now” rather than “later”.

The first shift requires turning away from the long held belief that there will always be learners who are unsuccessful in math.  Universal numeracy is just that, universal.  Rather than focusing on "all" learners, we need to focus on “each” learner.  To do so, necessitates personalized learning that authentically adapts and adjusts specifically and individually to the learning needs of each learner as they need them - in real time.

The second shift is moving from a treatment or intervention model to a prevention model.  In many respects, treatment or response to failed learning in the form of an intervention was and is based on the limitations of assessment and data. Never before have we been able to peek inside the learning process to engage, equip, and empower teachers to activate learning specifically to the need of each learner.  Moreover, this activation of learning leverages the profound skill, knowledge and experience of classroom practitioners to build and reinforce learner capacity, confidence, and competence in math.

Lastly, "now" rather than "later” is the third and critical shift yet the most difficult to make.  The sense of urgency to address learner inexperience, skill or knowledge gaps must compel us to act now – not later.  What this means is suspending compliance to aspects of the broader grade level curriculum to ensure that the necessary skill and knowledge sets critical to numeracy are mastered.  This doesn’t mean learners are constrained to 6 to 8 hours of math instruction.  Rather, it means teachers have the access, means and permission to leverage insight about the individual learning needs to activate learning in the moment. – not wait until the next day due to “having” to move on to the next subject, special, or etc.

School and school system leaders must give permission to teachers as well as to themselves to ensure each learner is successful by leveraging, utilizing, and committing time – dedicated time to ensure mastery.  The days of marching on through the curriculum with the best hopes that those learners who are marching to a different “pace”, different "need" will catch up at some future date are over.

Rethinking, reprioritizing, and reallocating the use of time is a salient component of personalized learning.  Without it, all doesn’t become each, prevention doesn’t replace intervention, and the sense of urgency never manifests into action.

My passion for universal numeracy is fueled by the knowledge and experience that there is a powerful solution – one that authentically and intelligently learns from the learner as the learner is learning; one that authentically and intelligently adapts and adjusts to the learners needs albeit to relearn or stretch to a new concept, construct or procedural application; one that authentically and intelligently engages, equips, and empowers learners and teachers alike; and one that can ensure that each learner is successful in math.  That solution is DreamBox Learning.