IMPACT REPORT 2012

inspire their

world

IMPACT REPORT 2012

inspire their

world

IMPACT REPORT 2012

inspire their

world

IMPACT REPORT 2012

inspire their

world

1992

2001

2011

2004

2012

2008

2009

1999

If any company has the pedigree to turn the tide of student performance, it is EdisonLearning, which began in 1992 as the Edison Project.

Launch of EdisonLearning Benchmarks, the pioneering

formative assessment system written to state standards.

EdisonLearning brings its educational services design to the United Kingdom.

EdisonLearning begins a partnership with the School District of Philadelphia

in what has become a prominent model for major urban school reform.

EdisonLearning launches the Learning Force standards-based tutoring program.

EdisonLearning Alliance®, a school turnaround model designed to deliver sustained improvement in student achievement results and improve site capacity, is launched.

EdisonLearning provides the broadest range of educational services offered in the industry

to 300-plus partnerships on three continents.

Edison Schools changes its name to EdisonLearning. This new brand reflects the organization’s vision of bringing innovation

to learning in the United States and around the globe. EdisonLearning broadens its educational delivery services and portfolio of offerings of courses and services with the creation

of online courses, charter cyber schools and hybrid schools.

EdisonLearning’s international footprint expands to Abu Dhabi. Just as in the U.S., the organization is working with partners to introduce new and better ways to develop the skills and capacity needed to embed and sustain improvement for long-term student growth. Further, EdisonLearning’s team in the United Kingdom is determining how the domestic online products and services can be integrated into the U.K. model.

EdisonLearning opens its first Dropout Recovery Centers, called

Bridgescape® Learning Centers, utilizing EdisonLearning eCourses

and a proprietary blended learning environment. eCourses are expanded

to serve middle school students.

These Dropout Recovery and Prevention Academies are designed to provide

at-risk and recently dropped-out high school students with the chance to

earn diplomas. EdisonLearning forms a strategic alliance with Magic Johnson

Enterprises, renaming all learning centers Magic Johnson Bridgescape

Academies—14 academies are operating in Ohio, North Carolina,

New Jersey, Missouri and Pennsylvania.

2003

1995

2000

2013

The first four EdisonLearning schools open their doors, using a

research-based approach to creating an innovative school design.

EdisonLearning opens the first Summer Journey

program for nearly 200 school districts in Missouri.

Edison Schools applies what it learned in charters to turnaround

initiatives in the most challenging urban schools and

districts in the United States.Expansion into China.

EdisonLearning History: 1992–2012For 20 years, EdisonLearning has been at the forefront of some of the most dramatic changes in America’s

public education system. From charters, our eight core values and longer school days to eValuate® benchmark

assessments, research-based curricula and blended learning; this organization has persevered for one specific

reason—we believe that every child can learn, and that every child is capable of success.

2011 20122003 2004 2008 2009 20131995 1999 2000 20011992

Throughout its twenty-year history, EdisonLearning has maintained its presence as a leading international educational services provider by designing solutions that anticipate client demands, create value and build sustainable, results-based student outcomes. Our strategy has centered on one key principal – value creation to drive growth. Our approach to invention and innovation is central to our success and requires a level of comfort with constant evolution within a set of clearly defined strategic initiatives.

The success of our students and partnerships is largely dependent on how we learn and evolve as a company. We pride ourselves on being a learning organization and approach institutional growth in three distinct ways:

• We anticipate customer demands and design sustainable solutions to meet those demands.

• We forge strategic alliances to enhance our reach and provide depth to our product offerings.

• We look at our intellectual property holistically and determine how we can best leverage and enhance our design to create added value.

The 2012 Impact Report reflects the depth and breadth of our educational solutions, our collaboration with key partners domestically and internationally, and the transformational impact our focus on educational innovation has had on the diverse student populations we serve.

Our passionate leaders in the field work diligently to fulfill our mission by working collaboratively with each campus and seeking to understand the unique needs of our clients so that the vision and ideals of each community, each district, and each campus can be brought to fruition. Our field staff leverages their expertise to allow campus leaders to reach their goals and provides insight that guides the direction of our newest products and services.

This ongoing, cyclical process of researching the newest developments in education, gaining experience through collaborating on a multitude of campuses across the globe, and synthesizing this research and field experience in order to create better products and services is the drive behind our work and the reason behind our success.

This Impact Report reflects a proven track record of sustaining student achievement over time. As our partnerships mature - students continue to show significant gains in reading and math. We are proud of the work we have accomplished thus far and look forward to furthering our commitment to providing children with the tools and support they need to be successful.

Whether you’re reading this as a current partner, a potential client, or an EdisonLearning staff member, we thank you for your commitment to students and your investment in student success. We hope you enjoy reading about our work as much as we have enjoyed creating it.

Jeff WahlPresident and Chief Executive Officer

Table of Contents

3 Letter from the CEO

4 Five Strands Model Overview

6 EdisonLearning Framework

for Learning and Teaching

8 Building Future Success

9 Perry Township

10 Clark County School District

12 Alliance Partnership

14 Developing New Strategies

15 Bridegescape

16 Collaborative Quality Analysis

20 Expanding Global Influence

22 Northampton

23 Taaleem

School Turnaround and ImprovementUsing our Alliance® model, EdisonLearning partners with underperforming schools and districts to make sustained and ongoing improvements in achievement. Our education experts combine leadership development, curriculum enhancements and a proven assessment system to drive results and boost achievement.

Virtual & Alternative LearningBased on highly researched methodology and unique industry experience, EdisonLearning eCourses are designed to personalize the learning experience and engage 21st-century students.

Dropout PreventionMagic Johnson Bridgescape® is EdisonLearning’s dropout prevention and recovery program. The program address the needs of individuals between the ages of 13 and 21 who have already left the school system or are at risk of leaving, and want to earn a standard high school diploma.

Our National Reach Letter from the President and CEO

2 3

California

Nevada

Colorado

New Mexico

Nebraska

Kansas

IllinoisIndiana

Minnesota

Iowa

Missouri

Michigan

Ohio

New York

Pennsylvania

Delaware

MarylandVirginia

North Carolina

South Carolina

Georgia

Hawaii

New Jersey

Jeff WahlPresident and

Chief Executive Officer

Changing the trajectory for students

School Document ReviewThe CQA facilitator will engage in a one-hour discussion with the principal around three documents: the School Improvement Plan, the Master Schedule and the Professional Development Plan. This collaborative discussion and school document reflection will provide an enhanced look at the systems and processes in place at the school that may not be observed or discussed during the other audit activities. The collaborative discussion with the principal will lead to a better understanding of how well the school is set up to lead and manage change.

Climate WalkThe team will walk through the school to observe and record evidence of the school’s learning environment implementation. To understand the unique disposition of each campus, the CQA team will investigate the physical environment in order to gain a deeper perspective of the student experience.

The team will observe the aesthetic qualities of the school such as its physical spaces, print environment, data displays, utilization of common areas and evidence of core values. The team will also observe informal student and staff interactions during passing periods, during the lunch hour, and before and after school. This process will illuminate potential growth areas within the school culture and current climate.

Lesson Plan ReviewThe team will analyze a representative sample of all teachers’ current lesson plans. The review will explicitly look for: structured planning; explicit connections to grade level standards and skills; and deliberate planning for student engagement.

Lesson ObservationThe team will observe a representative sample of teachers’ classroom lessons. Observations will take place with pairs of observers entering each lesson. After all observations have been completed, observers will collaborate to determine areas of strength across classrooms as well as areas in need of improvement.

Student Portfolio ReviewThe team will review a sampling of the school’s student portfolios to get a sense of student work over time and the effectiveness of teacher feedback in leading to improved student outcomes.

The team will also observe the process by which the school ensures that data and feedback are used to support learner outcomes: Is assessment data used to inform future instruction to learners? Does the assessment provide proof of rigorous and relevant learning? Does the assessment challenge all learners?

The quality of teacher collaboration is critical to determining the efficacy of assessment at the school. We will look for evidence of sharing best practices, developing common assessments, and integrating skills and standards in a cross-curricular fashion.

Document Trail for Vulnerable LearnersThe team will identify the infrastructure, processes and procedures in place for designing and implementing a support system that meets the educational needs of all learners.

Does the school address the needs of students at risk of underachievement, including students performing above grade level and below grade level, by conducting a universal screening process and using the resulting data to monitor the progress of all learners? Does the progress monitoring allow for fine-tuning the interventions and adapting lesson and unit plans to meet student needs?

Sue GerensteinVice President, Professional

Development and Curriculum

Student Focus Group / Teacher Focus Group / Parent Focus GroupThe team will engage in a group question-and-answer session to solicit different perspectives and experiences with the school. Facilitators will ask questions about classroom instruction and assessment, the learning environment, and opportunities for enrichment, involvement and support at the school.

How good are opportunities for learning and developing learners?

How well does the school use assessment, data and feedback to promote learning?

How well does the school use its internal and external resources to meet the spectrum of educational needs for all learners?

The EdisonLearning Five Strand

Design™ is a comprehensive,

research-based framework for

sustained school improvement—a

framework that can be flexibly

applied to specific local/school

priorities in order to identify the key

levers for improving the quality of

learning and teaching and managing

change. All of the EdisonLearning

intellectual property and school

improvement solutions sit within the

framework of the Five Strands model.

How well does the school promote and foster environments that support learning and motivation?

How well is the school set up for leading and managing change?

The EdisonLearning Collaborative Quality Analysis (CQA) is a holistic school needs assessment tool designed to measure school strengths and areas of improvement across our research-based Five Strand Design™ for school improvement. The team, consisting of EdisonLearning instructional experts and the school’s leadership team, collects and analyzes multiple pieces of evidence in order to answer five key questions.

In order to provide a rich and accurate picture of the school, our teams help school leaders collect guiding evidence for each key question from three perspectives:

• The impact it has on students: in terms of progress, the quality of teaching and learning, and engagement• The views of the key stakeholders: students, parents and teachers• The developmental stages of the school’s culture, systems and processes

4 5

Model of Implementation Linked to Ongoing Professional Development

The EdisonLearning Framework for Learning and Teaching model for implementation does not simply evaluate teacher performance—rather, it combines the measurement of how much learning is occurring with a systematic, whole-school and differentiated professional development support model. EdisonLearning believes that the only way to improve outcomes for students is to unite the evaluation and feedback of quality teaching with a formative support system for teacher development. We prescribe by the following:

In our model, a teacher would receive formative feedback from a leader three times a year and from an esteemed colleague four times a year. Not only will a teacher participate in seven feedback conversations, but they will also receive school-wide and differentiated professional development mapped to the school’s goals as well as their individual needs. This comprehensive teacher growth system works to increase a teacher’s capacity to promote learning as well as build a school-wide culture that shares a common language for learning.

Framework for Teacher Competencies

There are four elements within the Framework. Element F is a foundational element designed to underpin elements A– C.

Element AAssessment for

Planning and Learning

Element BStrategies for Learning

and the Application of Subject Knowledge

Element CClimate and Culture

for Learning

Element FFoundations for Learning and Teaching

EdisonLearning Training and Support

EdisonLearning Achievement Directors provide schools with training and consultative support focused on:

• Developing knowledge and understanding of the Framework contents

• Strategic planning support for school administrators

• Building a collaborative model of lesson visits and learning conversations through a mentoring and peer-coaching support system

• Developing instructional coaching skills to help staff create robust learning conversations that lead to action-planning by teachers

• Building a common language for learning and teaching aimed at increasing achievement for all learners

The EdisonLearning Framework for Learning and Teaching is a set of coherent, research-based materials designed to improve classroom practice by focusing on necessary skills that all teachers need to develop to become exemplary practitioners. It helps answer the question “How good are opportunities for learning and developing learners?”

Structured around planning and assessment processes, pedagogy, the culture and climate of learning, and the foundations of quality teaching, the Framework has been designed to:

• Connect teaching to a set of expected standards

• Focus the majority of teachers on a set of Power Themes that are proven to have the greatest impact on learner outcomes

• Extend and refine the practice of proficient or better teachers

Structure of the Framework for Learning and Teaching

The Framework is set up in a hierarchical structure, building on a teacher’s commitment and capacity to improve learners’ achievements. Depending on each of these factors, teachers focus on one of the following three themes that ensure differentiated, individualized support for every instructor:

Gateway Themes contain basic teacher competencies and behaviors that teachers must exhibit in order to open the door to learning in their classrooms.

Power Themes represent key pedagogical levers for increasing student learning. Teachers focus on effective assessment strategies, learner behaviors and enhancing the level of rigor for each student.

Extension Themes extend the capacity of teachers beyond the key levers for learning described in the Power Themes, fostering teacher mentorship and distributed leadership on campus.

EdisonLearning Framework for Learning and TeachingThe Framework for Learning

and Teaching resource set for schools includes:

Teacher Competency Rubrics

Classroom Observation Guides and Resources

Lesson Plan Review Rubric

Models for Implementation

Mentoring and Coaching Handbook

Teacher Development Toolkit

6

Power Themes

Gateway Themes

Extension Themes

Evaluation/Feedback Effective Prof. Dev. School Improvememt

7

Erika GillisExecutive Director, Pedagogy

Sample Teacher Framework Focus

Gateway Theme CompetencyTeacher ensures that vulnerable groups are identified

and activities are adapted for these students

Power Theme CompetencyTeacher adapts the lesson by changing the type of activity,

pace of the lesson, depth of content and organization of vulnerable groups to meet the learning needs of each student

Extension Theme CompetencyTeacher’s planning takes full account of prior learning and consolidates,

builds and extends learning opportunities for all students

In order to fully implement EdisonLearning’s comprehensive design, one key concept that our partners practice and embrace is distributed leadership. We believe that the most effective schools operate under a system in which all members of the campus do their part in fulfilling their mission. This practice invariably entails a great amount of collaboration—teachers, administrators, parents, EdisonLearning staff, and other stakeholders must work in concert to ensure the success of every student.

Perry Township has been an EdisonLearning partner for more than a decade and is an exemplar of how collaboration drives and enhances the work done within each of our partnerships. When the distributive leadership model is implemented to fidelity, the impact on students is evident within the school culture, learning environment, and achievement results. By providing structures that allow teachers to review previous data and plan next steps, teachers leverage their collaborative efforts to maximize student achievement. Teachers also collaborate amongst themselves to promote best teaching practices and provide a high-quality education for every student, regardless of the particular classroom.

Finally, EdisonLearning’s commitment to distributed leadership, professional development and collaboration is central to our approach to building internal capacity with our partners. Our design is malleable, allowing our partners to identify the key components within it that will address the most critical barriers to campus success. Our organization is dedicated to supporting and listening to partner needs in order to create an implementation plan that is collaborative while at the same time fosters autonomy. EdisonLearning is responsive to the specific needs of the Perry Township partnership schools and the district as a whole in order to maintain the respect of its client and ensure the success of their students.

7

Perry Township Schools: Promoting Strong Collaboration to Drive Student Achievement

EdisonLearning’s approach reflects research-based best practices in pedagogy, curriculum design and educational leadership. We deliver professional development that aligns with the most successful and proven strategies for learning and teaching. Transformational, empirically guided practices lead our design and strategy so that the programs and services we provide to our clients are at the highest level of efficacy and enhance student achievement for every child.

EdisonLearning’s partnerships help schools provide sustainable, dependable and successful results that continue to evolve long after our presence on campus has ended. We aim to build capacity with every one of our partners so that educational leaders can guide and influence teachers, teachers can guide and influence students, and students can guide and influence the world. EdisonLearning is a comprehensive, enduring solution: we believe that a sustainable model of achievement empowers all stakeholders to positively shape their community, both now and in the future.

building future

success

School Performance % Passed in 2012

95% ISTEP Math Rosa Parks

94% ISTEP Reading Rosa Parks

88% ISTEP Math Jeremiah Gray

83% ISTEP Reading Jeremiah Gray

8 9

“From the very beginning,

EdisonLearning and their staff built

a solid foundation with our campus.

Our staff knows that we can reach

out with any questions or challenges

faced at work, and EdisonLearning

is always right there. It’s a great

way to balance the requirements

of the district with the needs of

our campus – I never felt alone or

unheard during our partnership.”

Claire TaylorPrincipal Rosa Parks-Edison

Elementary School

“One idea we try to promote is that instruction should be similar in content across every grade level. Grade-level professional

development is designed to meet this need. Teams have professional development pertaining to literacy once per week, student and family support systems are discussed on a weekly

basis, we facilitate cluster meetings to follow up on teacher observations, and teachers then have two other days that they

use to plan together and prepare for the upcoming week.”

Claire Taylor, Principal, Rosa Parks-Edison Elementary School

“We trust them and they trust us; it’s a great working relationship.”

Claire Taylor, Principal, Rosa Parks-Edison Elementary School

CCSD—EdisonLearning Results in Reading

2007 2009 20122008 20112010

All Students – EdisonLearning Average

LEP – EdisonLearning Average

CCSD—EdisonLearning Results in Math

2007 2009 20122008 20112010

All Students – EdisonLearning Average

LEP – EdisonLearning Average

Our Results

Through strong collaboration and intense focus on EdisonLearning’s comprehensive strategies, the Las Vegas schools saw tremendous academic gains for all students, including Limited English Proficiency students. Holistically, students in Las Vegas have increased their scores by 36% in reading and 40% in math since 2003. The Las Vegas schools saw even greater gains within their LEP demographic. In reading, LEPs grew significantly, posting gains of 40% in reading proficiency between 2004–2012, and showing growth of 44% in math within the same time frame.

Currently, EdisonLearning’s CCSD schools continue to thrive. Just last year, four Las Vegas schools received a perfect “five-star” rating as measured by the district’s growth model: Ann T. Lynch Elementary School, Marion E. Cahlan Elementary School, Elizondo Elementary School, and John S. Park Elementary School all received this prestigious honor. In addition, two of the aforementioned schools, Park-Edison Elementary and Elizondo-Edison Elementary, ranked among the top five schools in all of Clark County School District in terms of growth and proficiency. Las Vegas’s ability to leverage the skills and knowledge of principals, teachers, and EdisonLearning staff has led to transformational change for all students, regardless of their English proficiency.

10 11

Our Opportunity

At EdisonLearning, we understand that the achievement gap is, in large part, a literacy gap for many of the students we serve. Students who struggle with English language proficiency often require intense remediation and structured support in order to gain the basic linguistic knowledge that will allow them to thrive in the classroom. Our schools in the Clark County School District (CCSD) of Las Vegas, which contain a high proportion of Limited English Proficiency students (LEPs), are tackling this gap by addressing the needs at the student, teacher and school leadership levels .

When the EdisonLearning Las Vegas team began their work in CCSD , they quickly realized that a lack of sufficient language instruction was impeding hundreds of students’ success in the classroom. In 2003, LEP students scored an average of 20% proficiency in reading and 28% proficiency in math on Nevada’s state standardized test—well below the average student score and a substantial climb to true academic proficiency. The team faced the unique challenge of balancing the students’ need for language remediation with their concurrent need for skill-based academic mastery.

Our Strategy

Since EdisonLearning offers an array of research-based resources, rubrics, assessments, and tools, the team knew they could leverage these strategies in order to boost literacy proficiency while simultaneously meeting all the other instructional needs of each individual campus. By effectively utilizing EdisonLearning’s intellectual property, which targets literacy instruction and the quality of learning and teaching while simultaneously focusing on leadership capacity and student support services through the Five Strands model, the team found success in diagnosing and then addressing all critical needs within each campus. Through EdisonLearning’s Framework for Learning and Teaching, the team was able to tackle the CCSD literacy gap by improving the quality of the teaching and planning for the student learning experience.

The Las Vegas schools found their success by collectively leveraging EdisonLearning’s intellectual property in order to suit the individual needs of each campus while tackling the widespread language gap throughout their county. Their approach showcases EdisonLearning’s belief that enhancing student achievement and teacher efficacy rests in understanding and responding to the unique context of each partnership instead of a more traditional, “cookie-cutter” approach to educational reform.

Las Vegas Schools: Tackling the Literacy Gap

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Eliz

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School Performance Framework Results 2011–2012

Edison Demographic

10.4% Black

78.0% Latino

2.4% Asian

7.1% White

2.1% All Others

CCSD Demographic

12.2% Black

43.6% Latino

6.9% Asian

29.6% White

7.7% All Others

Holly PutnamDirector of Achievement

Lorna James-CervantesPrincipal, Park-Edison Elementary

Top-Scoring Clark County School District Elementary Schools

School Performance Framework

1. Rogers ES – 105

2. Katz ES – 101.88

3. Lynch-Edison ES – 99.79

4. Elizondo-Edison ES – 96.67

5. Wallin ES – 96.59

49.8

43.2

39.7

28.3

55.9

43.2

59.9

48.8

66.5

49.3

62.6

49.2

72.0

57.5

49.7

32.2

51.7

38.2

66.7

46.6

55.8

36.1

69.6

51.5

13

Our Opportunity

EdisonLearning’s Hawaii Team consistently delivers high rates of student achievement. Since first working in the Pacific, EdisonLearning’s school partners have seen tremendous gains in both math and reading proficiency. Our Hawaii schools have shown greater cumulative growth than their district counterparts in both math and reading, often significantly outperforming comparable schools in the area. Due to these impressive, consistently positive results, Hawaii’s new challenge is how to make an already-successful partnership even stronger.

Our Strategy

Embracing EdisonLearning’s Alliance model, Hawaii’s team has sought to drive enhanced results through data analysis, distributive leadership, effective instruction and individualized support to every instructor. Central to the model are data-informed instruction, professional development and customized instruction to meet the needs of all students. EdisonLearning’s on-site team works with school leadership teams on the effective use of our eValuate benchmark assessments, which are aligned to with individual state standards and taken online, allowing for instant feedback on student progress. This feedback can then be used to

Success in Hawaii: Achievement through the Alliance Design

immediately inform instructional decisions, thus ensuring that effective practices are put in place to support students in areas of underperformance.

A significant part of the Alliance model, professional development is customized to meet the individual needs of each partnership school and aligned to district initiatives backed by EdisonLearning’s extensive research based resources. EdisonLearning in Hawaii also offers national, regional and local instructional and leadership conferences, which allow educators the chance to interact with colleagues from other EdisonLearning partnership schools across the nation. The Alliance partnership between EdisonLearning and the Hawaii schools is successful because the teams combined professional development, curriculum improvement and the eValuate assessment system into a comprehensive approach to target all components of the learning process and support all members of the learning community. In partnership with EdisonLearning, schools create professional learning communities that allow teachers to meet several times a week to discuss curriculum and instructional strategies. The outcomes are evident in student performance.

Our Results

Through the comprehensive support provided by EdisonLearning, the Hawaii partnership schools have been able to maintain their high rates of achievement and steady growth since the partnership began in 2005. Campuses continue to outshine their district counterparts in both math and reading proficiency. The Pacific Region’s relentless pursuit of higher achievement, in tandem with the effective implementation of the Alliance model, has proven to be a successful, sustainable model that shows no signs of slowing down.

12

Babette MorenoSenior Vice President,

Pacific Operations

Gains in Mathematics Proficiency by Program Year—All Grade Levels

EdisonLearning Average

Comparable Schools Average

9.9

4.0

16.8

22.225.7

46.3

34.2

48.2

8.2

13.517.3

31.028.5

33.0

Year 1 Year 3 Year 6Year 2 Year 5Year 4 Year 7

Gains in Reading Proficiency by Program Year—All Grade Levels

EdisonLearning Average

Comparable Schools Average

6.8

3.7

9.010.4

13.7

19.1

24.3

28.2

5.2 6.5

9.4

15.6

18.719.9

Year 1 Year 3 Year 6Year 2 Year 5Year 4 Year 7

Key Results

• An additional 48.2% of students testing proficient in Mathematics— 15.2% more than matched comparison schools—after seven years of EdisonLearning program implementation

• An additional 28.2% of students testing proficient in Reading—8.3% more than matched comparison schools—after seven years of EdisonLearning program implementation

• Mathematics results in all but one of the seven program years analyzed proved statistically significant, indicating little probability that observed differences were the result of random chance

• Reading results proved statistically significant in two program years and marginally significant in three program years

• An additional 27.3% of students testing proficient in Reading—12.8% more than matched comparison schools—after seven years of EdisonLearning program implementation

• An additional 49.0% of students testing proficient in Mathematics— 16.5% more than matched comparison schools—after seven years of EdisonLearning program implementation

• An additional 47.2% of Asian- Pacific Islander students testing proficient in Mathematics, and an additional 31.6% in Reading, following seven years of EdisonLearning program implementation

• An additional 48.2% of economically disadvantaged students testing proficient in Mathematics, and an additional 31.6% in Reading, following seven years of EdisonLearning program implementation

EdisonLearning understands the evolving needs of our future workforce and embraces the latest technology to ensure that all students master the imperative skills of 21st-century learners. We provide a blended learning environment and interactive eCourses to create a dynamic learning environment that meets the needs of all learners. In addition, we provide educational leaders with the technological tools they need to make processes such as data analysis and student tracking accessible, manageable and meaningful for improving the quality of learning and teaching. Our collaborative Magic Johnson Bridgescape Academies and tuition-free Provost Academies are comprehensive solutions designed to ensure that 21st-century skills are embedded throughout the programs.

developing new

strategies

5

A Winning Partnership

Recognizing the need for an innovative program that offers promising futures for underrepresented students, EdisonLearning has strategically teamed up with Magic Johnson Enterprises to address, remedy and positively impact the high school dropout epidemic that currently faces our nation. The partnership synthesizes the EdisonLearning mission of providing high-quality educational services and the reputation of Magic Johnson Enterprises to create solutions that answer the demands of urban communities.

These mutual interests led to the creation of Magic Johnson Bridgescape, a network of campuses that provide a state-of-the-art blended learning experience through extended hours, flexible instruction, pedagogical best practices and on-site learning teams to assist students in their daily studies. Magic Johnson Bridgescape works in partnership with districts and communities to re-engage students who have already dropped out while keeping existing students on track to graduate.

Highlights of the Magic Johnson Bridgescape Design• Blended Learning Environments: Students experience a state-of-the-art digital

curriculum powered by EdisonLearning eCourses©, paired with experienced on-campus instructors who deliver synchronous, personalized instruction.

• Individualized Instructional Paths: Because our eCourses are self-guided and self-paced, students can move at their own pace and advance at their appropriate academic level. On-site instructors enhance this customized student experience by offering pertinent support for the skills that students have difficulty mastering alone.

• Coaching and Counseling: Along with a groundbreaking blended curriculum, Learning Teams (comprised of teachers, paraprofessionals and counselors) enhance the Magic Johnson Bridgescape experience with life skills coaching, post-graduation planning, goal setting and progress monitoring.

• Workforce Readiness: Magic Johnson Bridgescape Academy students receive life skills training to prepare them for postsecondary education, enlistment, trade schools or the workforce. Magic Johnson Enterprises leverages its business and corporate alliances and partnerships to provide internships for academy students.

• Financial Assistance: The Magic Johnson Foundation offers scholarship opportunities for students who graduate from their Magic Johnson Bridgescape academies.

Magic Johnson Bridgescape® Academies Enhancing Student Futures

15

Our Students

76% African American

14% White

6% Hispanic

3% Multiracial

1% All Others

“As a teacher at Magic Johnson

Bridgescape, I am able to create

personalized projects and lessons

for students to best meet their

education levels, allowing for a lot

of one-on-one instruction.”

Abbey S.Magic Johnson

Bridgescape Instructor

Gamal BrownMagic Johnson Bridgescape

80% 74%64%

Took the graduation rate for students from 0 to 64% in one year.

80% of academies met AYP.

74% of students returned to the program in the fall to

continue working toward a high school diploma.

Positive Results

16 17

Content to comeContent to come

18

The transition to Common Core State Standards (CCSS) is a nationally charged movement to ensure that students are prepared for college and careers through increased accountability and rigorous, focused standards that have real-world applications. EdisonLearning answers this charge through our Five Strand Design™ model. Across the Five Strands, EdisonLearning has developed CCSS-specific resources to support schools. The CCSS Transition Planner outlines the stages and steps of the transition journey from integrating to implementing to monitoring. Each step of the CCSS Transition Planner links to EdisonLearning resources and Open Access resources. Additionally, professional development modules are being developed to compliment The Five Strand Design scope and sequence. Modules include topics such as: Managing the Transition to the CCSS, Pedagogical Shift Overviews in ELA/Literacy and Math, Assessment Frameworks Deep Dive, and Performance Tasks. Within each strand, EdisonLearning has developed proprietary tools that support schools and districts in meeting the demands of the CCSS.

Leadership

EdisonLearning’s Principal Leadership Development Rubric (PLDR) outlines the key competencies and mindsets that all school leaders must have in order to successfully manage an effective campus. A critical component of our instructional leadership rubric is change management—the process of mentoring and coaching a team through major shifts in its professional landscape. This rubric emphasizes change management by embedding school planning strategies that propel professional development for teachers and school support teams, fostering a proactive school environment that can swiftly transition to the Common Core.

EdisonLearning Principal Leadership Development Rubric

Promotes excellent learning and teaching to ensure high academic achievement and strong character development for all students.

Recognizes and promotes excellent learning and teaching; identifies and works to improve the quality of instruction.

Initial Recognizes proficient teaching and areas of instructional need through both formal and informal observations.Seeks to find correlations between achievement data and teacher quality in order to identify teacher development needs.Provides intermittent coaching/mentoring to teachers, sometimes based on identified needs.

Developing Promotes teaching excellence by sharing examples in staff, leadership, and house team meetings.Structures professional development for teachers based on identified needs.Identifies teachers’ development needs and provides a routine schedule for coaching at the administrative level.

Proficient Structures needs-based opportunities for staff sharing, collaboration and team teaching in the school’s professional development plan.Furthers professional development needs leading to learning and teaching excellence to promote the school’s vision and goals.Identifies teachers’ development needs; ensures that the schedule allows for coaching/mentoring during the school day; provides a routine schedule for coaching at the administrative level as well as peer-to-peer coaching.Assigns leadership roles to teachers who demonstrate instructional excellence.

Exemplary Structures opportunities for teachers who demonstrate excellent learning and teaching to model, lead discussions and book studies, and coach peers.Serves as a model of teaching excellence and structures opportunities for demonstration and coaching.Uses observation data, student data and teachers’ professional growth plans to provide individual coaching, which supports teachers’ movement to the next level.

Learning Environment

In the Learning Environment Strand, we focus on creating an environment that is conducive to high levels of student engagement and emphasizes learner voice. We empower students to express their ideas clearly and take ownership of the learning process. We recognize the need for a safe learning environment in order for the collaborative aspect of the CCSS to be fully realized, and we leverage EdisonLearning’s Core Learning Skills as a way for students to embrace peer interaction and enhance their character education. The Core Learning Skills encompass a set of values and skill sets that prepare students for lifelong learning by developing their personal and social competencies, thinking skills and communication skills.

These three skill domains are aligned with six individual Learning Units

• Learning with Others • Speaking and Listening

• Understanding and Improving my Learning • Researching, Reasoning and Inquiry

• Self-Respect, Responsibility and Independence • Creative Thinking and Problem Solving

Supporting Schools in the Transition to Common Core State Standards “I CAN”

Sue KerfootChief Academic and

Product Officer

Dr. Nicole WoodExecutive Director Leadership

Esther EashExecutive Director,

Learning Environment

Thinking Skills Researching Reasoning Inquiry

Foundation “I Can” Statement

I can identify the difference between others’ words and my own

I can look at sources and express opinions and observations

I can participate in shared research projects

Stage One “I Can” Statement

I can share where I find information

I can look at sources and use them to write a sequence of instructions

I can participate in shared projects

Stage Two “I Can” Statement

I can provide a list of resources used in my inquiry

I can describe good things about another person’s outcomes

I can do short research projects about a topic

Stage Three “I Can” Statement

I can identify ownership of text and pictures that I use

I can draw conclusions based on evidence, with support

I can do short research projects to investigate different aspects

of a topic or idea

Stage Four “I Can” Statement

I can follow fair use understanding of copyright

when sharing my work

I can support conclusions using reasoned arguments

supported by evidence

I can do short research projects to answer a question

“I Can” statements focus on key student competencies; students first master foundational skills before moving on to more intellectually complex objectives.

EdisonLearning Core Learning Skills

Core Values Core Learning Skills have been deliberately designed to correlate

with core values such as integrity, hope, courage and compassion

Lifelong Learning SkillsStudents receive a curriculum that focuses on self-respect, responsibility, independence

and creative thinking—concepts that will extend beyond their classroom experience

Common Core StandardsCore Learning Skills focus on conceptual understanding and foster

the collaborate spirit embedded in the Common Core State Standards

19

Pedagogy and Curriculum Strand

Our Pedagogy and Curriculum Strand focuses on key levers that drive effective instruction and maximize student achievement. EdisonLearning’s Framework for Learning and Teaching, a central component of our Pedagogy and Curriculum Strand, is a tool that assesses the specific instructional gaps of each campus, customizes feedback and professional development to address those gaps at the instructional and leadership levels, and enables school leaders to facilitate conversations about CCSS integration. Through the Framework for Learning and Teaching, school leaders can focus on the relevant knowledge and skill gaps in their campus’ CCSS transition and diagnose the pedagogical needs of their instructors to drive academic excellence and ensure a successful CCSS implementation. The supporting Teacher Development Toolkit contains concrete tools and strategies that teachers can use to improve their pedagogical practices. Tools on each of the CCSS content shifts is included in the Teacher Development Toolkit.

Student and Family Support Strand

Promoting a culture of high expectations for all students is a primary goal of the CCSS. Students at risk for underachievement require maximum exposure to and support with the general curriculum in order to be prepared for a successful post-secondary transition. The Student and Family Support Strand ensures multiple levels of problem solving throughout the school to guide all students toward reaching their learning goals and post-secondary aspirations through:

• The development of school-wide organizational support structures for meeting the educational needs of all students

• Student progress monitoring and flexible targeting for students at risk for underachievement

• Increased school capacity to partner with families and develop community engagement

• Regular student-led reviews of learning goals and needs with teachers and parents/guardians

• Integrated support systems for students and families

Element F: Foundations of Learning and Teaching

AP

Progress is assessed in the lesson and strategies are adapted

for learner achievement

BP

Intentional use of strategies leads to progression

in the subject

CP

The classroom climate and culture enable learners to be

challenged and motivated

Power Themes: High-impact levers for increasing achievement

A1–A4A2–Learning is applied to new

and different contexts

B1–B4B4–Teaching strategies

are evaluated against the outcomes they achieve

C1–C2C1–A safe and positive learning

environment is created to promote confident, purposeful learning

Extension Themes: Build the capacity of teachers beyond the high-impact levers for learning

There are four elements within the Framework. Element F is a foundational element designed to underpin elements A–C.

Assessment for Learning Strand

EdisonLearning’s Assessment for Learning Strand supports the CCSS by establishing high expectations for all students and effectively assessing students on these rigorous standards. Through multiple assessment strategies, including ongoing formative assessments, the Assessment for Learning Strand cultivates an achievement-based atmosphere of using data to drive effective, meaningful, differentiated instruction.

EdisonLearning’s eValuate assessment system supports the CCSS emphasis on ongoing formative assessment. EdisonLearning’s eValuate assessment platform and the accompanying Common Core Classroom Connectors are a key tool to support rigorous integration of CCSS. All current eValuate assessment questions are aligned to state standards and/or CCSS. Lexile levels for reading passages are being added to all eValuate assessments for the 2013-14 academic year. Also under development are feature enhancements to match those of the expected technology-enhanced questions, including a new assessment toolbar with interactive features such as calculators, highlighters, and graphing tools, as illustrated on the following page. These new features will be available to pilot programs in 2013-14 and will go live for all CCSS adopters in 2014-15. Common Core Classroom Connectors are rooted in the CCSS and will support the use of eValuate as a formative assessment tool. The Classroom Connectors will expand on the skills and concepts specifically embedded in each CCSS. The Connectors will include student-friendly learning descriptors through “I can” statements that provide teachers and students with learning goals as well as learning progressions for the standards. Each Connector will include sample assessment items and classroom activities at multiple Depth of Knowledge levels. The use of eValuate’s computerized monthly reading and math assessments enables teachers to analyze student performance on CCSS and inform instruction.

20

Erika GillisExecutive Director, Pedagogy

Dr. Tim UlmerExecutive Director,

Student and Family Support

Tera GallExecutive Director,

Assessment for Learning

Foundational PracticeI. (DoK Level 1)On poster board, write various signal words used in each of the four methods of textual organization. Have students identify which words signal which method.

II. (DoK Level 1)Have students complete the Textual Organization worksheet. The worksheet provides students with example paragraphs for which they must determine the type of textual organization used.

Common Core Classroom ConnectorsReading Grade 5

Compare and Contrast Chronological Structurein Two or More Informational Texts

Common Core Code:RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

III. Provide students with verbal or written questions pertaining to the skill:1. (DoK Level 1) Chronological organization uses words such as

a. first, second, thirdb. similar, alike, in contrastc. since, because of, consequently

2. (DoK Level 2) Why do authors use different methods of textual organization?

Common Core Classroom Connectors

Teacher Review1. Motivation

Introduce students to the concept of textual organization.Show students how to recognize different methods of textual organization.Provide relevant background information to aid in understanding.

Teacher Objectives: The teacher will...

Understand that texts are organized in various ways.Understand that texts are organized according to recognizable patterns.Learn to recognize the differences between various methods of textual organization.

Student Objectives: I Can...

2. Guided ParticipationOn the overhead projector, whiteboard, or smart board, write the four different types of textual organi-zation: chronological (sequence or time), compare and contrast, problem and solution, and cause and effect. Next show students four different paragraphs, each of which shows a different type of textual organization. Have students volunteer to read each paragraph aloud, and then have students decide how each paragraph is organized.

Students will learn different methods of textual organization, including chronological, comparison, cause and effect, and problem and solution. Students will learn how to recognize these methods of textual organization by the language used in the text and will then use this knowledge to compare and contrast chronological structure in two informational texts, "A Great Sportsman" and "Gregory Hines."

Reading Grade 5

Compare and Contrast Chronological Structurein Two or More Informational Texts

Common Core Code:RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Ask open-ended questions to pique student interest.

Understand that texts are organized according to recognizable patterns.Learn to recognize the differences between various methods of textual organization.

Explore and reinforce the concept that different texts can be organized in different ways and that these different methods of organization provide clues that allow students to understand which method is being used. Explain that texts that are organized chronologically often use words such as first, second, third, then, next, before, after, finally, and following. Texts organized using a compare-and-contrast method often use words such as similar, same, alike, both, as well as, unlike, on the other hand, in contrast, and instead. Texts that use cause and effect as an organizational structure use words such as since, because, if, due to, cause, consequently, there, therefore, and leads to. Texts organized by problem and solution use words such as problem, issue, since, as a result, solution, idea, and causes.

Common Core Classroom Connectors

Teacher Review1. Motivation

Introduce students to the concept of textual organization.Show students how to recognize different methods of textual organization.Provide relevant background information to aid in understanding.

Teacher Objectives: The teacher will...

Understand that texts are organized in various ways.Understand that texts are organized according to recognizable patterns.Learn to recognize the differences between various methods of textual organization.

Student Objectives: I Can...

2. Guided ParticipationOn the overhead projector, whiteboard, or smart board, write the four different types of textual organi-zation: chronological (sequence or time), compare and contrast, problem and solution, and cause and effect. Next show students four different paragraphs, each of which shows a different type of textual organization. Have students volunteer to read each paragraph aloud, and then have students decide how each paragraph is organized.

Students will learn different methods of textual organization, including chronological, comparison, cause and effect, and problem and solution. Students will learn how to recognize these methods of textual organization by the language used in the text and will then use this knowledge to compare and contrast chronological structure in two informational texts, "A Great Sportsman" and "Gregory Hines."

Reading Grade 5

Compare and Contrast Chronological Structurein Two or More Informational Texts

Common Core Code:RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Ask open-ended questions to pique student interest.

Understand that texts are organized according to recognizable patterns.Learn to recognize the differences between various methods of textual organization.

Explore and reinforce the concept that different texts can be organized in different ways and that these different methods of organization provide clues that allow students to understand which method is being used. Explain that texts that are organized chronologically often use words such as first, second, third, then, next, before, after, finally, and following. Texts organized using a compare-and-contrast method often use words such as similar, same, alike, both, as well as, unlike, on the other hand, in contrast, and instead. Texts that use cause and effect as an organizational structure use words such as since, because, if, due to, cause, consequently, there, therefore, and leads to. Texts organized by problem and solution use words such as problem, issue, since, as a result, solution, idea, and causes.

21

23

Virtual and Alternative Solutions – This school year, nearly 3,500 students will attend one of our Virtual and Alternative School Solutions, and another 300,000 students will be educated with the help of our eCourses. We have leveraged our knowledge and passion to help students achieve and succeed in the ever-changing world in which we live with a strategic expansion into Virtual and Alternative School Solutions—and we are already seeing the positive results.

In June, more than 240 high school students received their diplomas from our Virtual and Alternative Schools—schools that did not even exist three years ago. Nothing we do as an organization is as important as opening new doors for young people that will lead to future academic pursuits and successful careers.

Raising standards of student achievement around the globe.

United KingdomDevelopment and outreach serve as two major foci for our company’s presence in the United Kingdom. The Collaborative Academies Trust (CAT) is a wholly owned charity belonging to EdisonLearning UK; CAT is an accredited academy sponsor operating three schools as of November 1, 2012, with around six due for academy conversion in 2013.

EdisonLearning UK is the sole school development partner to the Association of School and College Leaders (ASCL) and the school improvement partner to NAHT (National Association of Head Teachers), the country’s two professional associations for school leaders. Our plans with NAHT will lead to the creation of an innovative program of support for 30 schools across three regions.

Middle EastIn 2009, EdisonLearning’s Middle Eastern Joint Venture, Taaleem-EdisonLearning (TEL), won a three-year contract with the Abu Dhabi Education Council (ADEC) to sustainably raise the standards of four secondary schools in remote and challenging parts of Abu Dhabi.

To varying degrees, all four schools were characterized by poor student progress, a lack of internal capacity to improve matters and a lack of functional relationships between staff, students and parents.

In years 1– 3, all four schools achieved 40 out of 40 government-mandated Key Performance Indicators (KPIs) covering a range of school improvement measures. TEL Partner Schools achieved an annual average of 94% of KPIs against a target of 80% in national examination performance.

EdisonLearning is a solutions-focused organization that understands the unique situation of every school. We work alongside school leaders, parents and the larger community to enhance every student’s education. We believe that student achievement is accomplished by improving the quality of teaching, and we have a proven framework for ensuring the success of every child. Our teams are inspired by the EdisonLearning belief that we serve as catalysts for building sustainable models of learning and teaching.

expanding global

influence

United StatesGary, IN Turnaround – In August 2011, EdisonLearning was selected by the Indiana Department of Education to assist in a major initiative to improve educational opportunities for Indiana students. “We carefully reviewed Roosevelt’s strengths and weaknesses and determined that EdisonLearning, with its proven record of success, was best suited to address Roosevelt’s unique challenges,” stated former Indiana Superintendent of Schools Tony Bennett.

EdisonLearning organized countless members of the Gary community—parents, public officials, businesspeople, educators, and students—to build support for the turnaround effort. The investment made by the school’s educational and administrative team will lead to the creation of a high-quality learning environment that prepares Theodore Roosevelt College and Career Academy students for college, careers and the world.

Tod McIntireSenior Vice President,

East Region

Paul LincolnGlobal Education and

Strategy Officer

In 2008, EdisonLearning began a unique partnership with a group of Northampton town head teachers and Senior Leaders that had been established to support the school improvement efforts of the town. Through this partnership, EdisonLearning was assigned to support 16 primary and four secondary schools, all with their own set of unique challenges to overcome.

Less than 12 months later, the primary schools halved the gap between their average achievement scores and the national average. Within three years, the proportion of secondary school students achieving five good national qualifications at the age of 16 increased from 24% to 41%, and one of the secondary schools was mentioned as one of the 100 most improved in the country.

EdisonLearning UK now has over 250 client relationships across England, with some partnerships now in their tenth year. We synthesize our knowledge of the educational landscape in the UK with our commitment to ensuring unilateral student achievement. We believe that the EdisonLearning design meshes perfectly with our scholars’ pedagogical needs, and we take pride in EdisonLearning UK’s ability to implement change in order to transform the lives of our students.

Promoting Heritage and Culture

Raising Student Achievement

Building Capacity

تطوير إنجاز الطلبةبناء القدرات

تعزيز التراث والثقافة

LearningEnvironment

Leadership

Student andFamily Support

Assessmentfor Learning

Language Learning Pedagogy andCurriculum

بيئةالتعليم

بيئةالتعليم

القيادة القيادة

دعم الطالبوأولياء ا�موردعم الطالب

وأولياء ا�مورالتقييم

بهدف التعليمالتقييم

بهدف التعليم

تعلم اللغةتعلم اللغة

طرق التدريسوالمناهجالدراسية

طرق التدريسوالمناهجالدراسية

Our strategic approach

creates transformative

change and resonates

with educators globally in

traditional public schools,

or alternative learning

and virtual environments..

High Standards in Northampton

“We have been working with

EdisonLearning for the last four

years. In that time, they have been

instrumental in supporting our

whole-school development. I cannot

speak highly enough of the support

they have given The Abbey.”

Renuka PopatHead Teacher,

The Abbey Primary School, Northampton

24 25

In 2009, EdisonLearning’s Middle Eastern Joint Venture, Taaleem-EdisonLearning (TEL), won a three-year contract with the Abu Dhabi Education Council (ADEC) to sustainably raise the standards of four secondary schools in remote and challenging parts of Abu Dhabi.

To varying degrees, all four schools were characterized by poor student progress, a lack of internal capacity to improve matters and a lack of functional relationships between staff, students and parents.

In years 1–3, all four schools achieved 40 out of 40 government-mandated Key Performance Indicators (KPIs) covering a range of school improvement measures, such as the capacity and skills of leadership, the quality of teaching and learning, community involvement, and the promotion of the local heritage and culture.

When including improvements in national examination performance, TEL Partner Schools achieved an annual average of 91% of KPIs against a target of 80%. Key achievements included the turnaround of one of the UAE’s most challenging boys’ schools and recognition as one of the most improved schools in the Emirate, as well as the training and development of a UAE Partner Principal who has now been recognized as one of the “Outstanding Women of the UAE.”

Three years later, TEL has developed a strong reputation in the UAE as a local organization that is valued by the educational body of the Abu Dhabi government (ADEC). As a result, the ADEC commissioned TEL in 2012 to provide Strategic Leadership training to over 60 principals in two phases. This training led to follow-up activities with individual private schools, which in turn led to the growth of TEL’s pipeline of opportunities and the securing of new business.

Parallel to these activities, TEL has developed a nondisclosure agreement with a large-scale international design, build and construction company with strong local ties in the Middle East, in order to support their educational plans to build new private schools in the regions of the UAE, Oman, Qatar and KSA over the next 10 years.

TEL and Taaleem have also been invited to submit plans to support the development of a high-end, prestigious Private International School on the offshore development know as “The Pearl” in Doha, Qatar.

A memorandum of understanding has also been developed to support UAE organization–led educational reform activities in Oman as part of a royally sponsored program to drive up educational standards nationally.

This growth within the UAE and growing interest from other Middle Eastern countries are a testament to the developing reputation of TEL and its ability to deliver reliable service and sustainable improvement solutions for schools, private investors and government bodies alike.

Sustaining Achievement Through Strategic Leadership

“I totally acknowledge that we would not be where we are

without EdisonLearning’s expert support!

I think that this is definitely the way forward for education.

After all, no one can be as good as all of us together.”

Kay Gerrett, Head Teacher, Cedar Road Primary School

Sue KerfootChief Academic and

Product Officer

Paul LincolnGlobal Education and

Strategy Officer

Percentage Gain in Key Stage 2 SATs 2008–2012

EdisonLearning Partner Schools

Northamptonshire

England

6.3

3.04.0

11.9

9.910.1

11.4

13.3

12.0

6.05.0

9.0

8.07.0

8.0

6.0 6.0

8.0 8.0 8.07.0

English Level 4+

English Level 5+

English Progress 2

Levels(2009–2012)

Maths Level 4+

English & Maths

Level 4+

Maths Level 5+

Maths Progress 2

Levels(2009–2012)

Gains in Mathematics Proficiency by Program Year—All Grade Levels

EdisonLearning Average

Comparable Schools Average

0.6-1.4

2.4

6.7

9.610.7

9.8

10.9

-0.2

2.73.7 3.83.5

5.6

Year 1 Year 3 Year 6Year 2 Year 5Year 4 Year 7

Gains in English Proficiency by Program Year—All Grade Levels

EdisonLearning Average

Comparable Schools Average

4.8

2.8

7.2

10.8

13.712.7

11.0

13.2

4.5

6.0

8.4 8.4

7.0

10.0

Year 1 Year 3 Year 6Year 2 Year 5Year 4 Year 7

Gains in Mathematics Proficiency for Economically Disadvantaged Students

EdisonLearning Average

Comparable Schools Average

0.8-0.9

2.2

6.7

8.9

10.5 10.911.7

0.7

3.7

5.05.5 6.0

8.3

Year 1 Year 3 Year 6Year 2 Year 5Year 4 Year 7

Gains in English Proficiency for Economically Disadvantaged Students

EdisonLearning Average

Comparable Schools Average

6.3

3.5

6.2

12.113.3 13.5

16.517.8

5.3

7.1

9.4 9.6

11.5

13.4

Year 1 Year 3 Year 6Year 2 Year 5Year 4 Year 7

At EdisonLearning, we take pride in analyzing data to track progress at all organizational levels. Teachers and students work together to set and track goals on an individual basis; school leaders push their team toward exemplary status by tracking the progress of each classroom on a campus-wide basis; our EdisonLearning field staff monitor and expedite the progress of each of our partnerships to ensure that both academic and non-academic campus goals are met in for every client around the world. As we lead the charge of positively affecting the lives of our students, we monitor our progress much in the same way we expect our students, school leaders, and field team to monitor their own.

Our student achievement data reflects the overall progress our mainland partners have made since the first year of our collaboration. The scholars we serve have consistently outperformed students from comparable schools in both math and reading during every year of our partnership; significant gains made within our schools during year three highlight the effectiveness of our approach and the incredible potential for sustainable school improvement. Our field staff works relentlessly alongside principals and other campus leaders to provide individualized support that caters to the specific needs of every client.

The positive impact and adaptability of our design is further highlighted in the data that showcase student scores amongst our socio-economically disadvantaged

population. Analyzing this comparison grants EdisonLearning confidence in knowing that our design can enhance the trajectory of all students, regardless of their unique backgrounds and individual circumstances. We continuously track the progress of our partnerships to identify future areas of focus and ensure a high-quality education for every student in our partnerships across the globe.

EdisonLearning’s School Development Rubric

To increase student learning and produce positive results that outperform comparative campuses, EdisonLearning utilizes our School Development Rubric in order to differentiate support across all of our partnerships. At the end of every school year, EdisonLearning field staff collaborates with campus leaders, teachers, and community members in order to rate their campus on each of our Fifty Features of an Outstanding School. These features correspond to our Five Strand Design and provide specific criteria on which the campus is evaluated.

Once ratings of Beginning, Developing, Proficient, Exemplary are agreed upon within each of our features, EdisonLearning personnel begin to draft an individualized improvement plan alongside each of our partners. This improvement plan distills the 50 features down to 10 features in order to address the specific needs of each campus. The plan is implemented during the next school year and provides a focused and impactful action plan to boost student achievement and produce sustainable, positive results. Our School Development Rubric is just one of many ways in which EdisonLearning tailors their experience and support to assist every client we serve.

Student Performance Results

26 27

Evidence of Impact for All Students

Achievement results were captured for 221 students who had completed a classroom version of the course, but performed unsuccessfully. Thus, for the first quartile of students —these were the lowest performing of the 221 students. All of whom did not pass the classroom version of the course.

As a result of the eCourse engagement, the full sample of low-performing students realized gains between 13.8 and 23.5 percentage points (on average). However, students in the first quartile realized close to twice the gains of the full sample, with increases between 25.7 and 41.7 percentage points from pre-to-posttest.

Proven Support Framework

EdisonLearning eCourses optimize learning by individualizing instruction in order to “right size” the content for each learner. The eCourse student support flow chart details the achievement path for students. This individualization is one major support toward ensuring student achievement in terms of: (a) supporting the student’s acquisition of content matched to his or her abilities, and (b) motivating persistence in the learning experience as the student builds his or her confidence for learning. Once mastery is achieved, the student can move forward in the instruction, rather than continuing to persist through content that is already learned.

eCourse Student Support Flow Chart

Individualization Data-Based Instruction

Careful assessment of the student’s current skills and knowledge are prerequisite to making the important match between learner and presented content. When students fall below school-defined standards, the system alerts teachers, advisors and parents so that they can work in tandem to implement interventions and address academic performance issues right away. Individualization relies on data—at the beginning of the learner experience, and along the way to mastery.

Motivation Gamification

Incorporating gamification elements into a learning experience can serve to motivate the online learner. Levels can be used to provide evidence of smaller accomplishments along the way to mastering a unit of instruction. Points can be used to incentivize everything from regular engagement with course content, to completing an activity or demonstrating mastery on an exam. When carefully applied to online instruction, gamification can contribute to motivating learner and promoting persistence with the learning experience.

Multi-Modal Instruction Blended Learning

Blended learning offers students both flexibility with, and control over, their learning. Learners make progress as they work through asynchronous content. They can access assistance along the way from teacher coaches, either via online, synchronous tools or in a face-to-face session. The Research Center is a key component of this strategy. Within this avatar-based virtual center, students can communicate and collaborate with classmates and teachers, access educational resources, visit the language lab for language learning support, friend one another, create study groups, and play games that reinforce key concepts.

Full Sample

First Quartile

15.2

26.9

13.8

23.525.7

41.7

Overall EnglishMathematics

Greatest Gains for Lowest Performing Students

Average Percent Correct

Diagnostic

Post-test

57.6

72.8

55.7

67.969.5

91.4

Overall EnglishMathematics

28 29

EdisonLearning eCourses – Efficacy of Blended Learning

EdisonLearning’s eCourses are a central component of the blended learning model and used as the primary content delivery for our Magic Johnson Bridgescape® and Provost Academy® educational solutions. Based on highly researched methodology and unique industry experience, our eCourses are designed to personalize the learning experience and engage 21st century students. These accredited curricula incorporate the following features:

• Multi-media engagement – videos, podcasts, interactive activities, messaging, digital notebooks, forums, blogs, and complementary printable textbooks.

• Individualized Learning – instruction is adapted to meet individual student needs.

• Modular Design – lessons are limited to one or two objectives, which keep students focused and support individualized learning.

• Accountability – a unique daily assessment and tracking system allows for immediate intervention when students fall below school-defined achievement levels.

• Standards Alignment – content is aligned to national and state standards.

EdisonLearning students can engage with content, receive online coaching and complete online assignments between scheduled face-to-face class meetings and individual tutoring. Student success in our blended-learning model is supported by the principles and related strategies in the Effective Online Learning System.

Assessment

Assessment

Assessment

Assessment

Assessment

Tutoring (Peer or Teacher)

Go to Next Lesson

Learn More

Go to Next Lesson

Learn More

Go to Next Lesson

Learn More

Go to Next Lesson

Learn More

Go to Next Lesson

Learn More

Lesson Video

Research

Textbook

Instructional Video

Essential Instruction

Reteach Exercises

Textbook Exercises

Extension Links

Other Resources (Gizmos, Learning

Cubes, Science Labs, Games, etc)

Student signs on to eCourse

We are the leading global Educational Services Provider

and work in partnership with schools and districts to enhance student

achievement and create sustainable, results-based schools. We unequivocally believe

that every student has the ability to succeed in the classroom and possesses the ability

to positively shape the world. We balance this ideal belief by recognizing the reality

that every child only has one opportunity to receive an excellent education.

We take a proactive approach to improving the current educational landscape

by providing forward-thinking, research-based approaches

for every child in an EdisonLearning environment.

Harborside Financial CenterPlaza 5, Suite 2910

Jersey City, NJ 07311-4043201.630.1600