Moneyball for Government Announces eMINTS Leader as New Non-Profit All-Star

Moneyball for Government Announces eMINTS Leader as New Non-Profit All-Star

MoneyballforGovMoneyball for Government, a project of Results for America dedicated to encouraging governments at all levels to increase their use of data and evidence when investing limited taxpayer dollars, announced today the addition of 33 non-profit leaders to its Moneyball for Government All-Star team, including eMINTS Executive Director Lorie Kaplan. The 33 leaders announced today represent CEOs, presidents, executives and founders of leading national non-profit organizations committed to improving lives using data-driven, evidence-based solutions. See full press release, click here.

The new non-profit All-Stars announced today include Social Innovation Fund (SIF) and Investing in Innovation (i3) fund grantees and supporters. For more information about these programs, click here.

About Moneyball for Government

Just as Billy Beane, General Manager of the Oakland A’s, famously transformed baseball by ignoring the scouts and instead used data to build championship contending teams despite limited budgets, Moneyball for Government has the potential to transform the way government at all levels makes important funding decisions. Instead of relying on gut instinct, or worse, special interests, policymakers must use data and evidence when deciding how best to invest increasingly limited taxpayer dollars.

About Results for America

Results for America (RFA) improves outcomes for young people, their families, and communities by shifting public resources toward evidence-based, results-driven solutions.

RFA is working to achieve this goal by building a strong bipartisan “Invest in What Works” coalition; developing and advancing the next generation of evidence-based, results-driven practices, policies, and programs; and supporting leaders at all levels of government to invest in what works.

In November, 2014, Results for America published Moneyball for Government, the best-selling book authored by a bipartisan group of nationally-recognized experts to help ensure that budget, policy, and management decisions by governments at all levels are informed by the best possible data and evidence about what works.

For more information about Results for America, visit www.results4america.org.


Meet an eMINTS Teacher: Dustin Curtis

Meet an eMINTS Teacher

Dustin Curtis, Grade 4/5, Bayyari Elementary School, Springdale, AR

1509-curtis-newletter2Dustin Curtis is in his fifth year of teaching at Bayyari Elementary School in the Springdale Public School District in Springdale, Arkansas. This is his second year teaching students who are split between 4th and 5th grade levels. He also has three years experience teaching 4th grade students. Dustin served six years in the military and is a veteran of the Iraq War. He is in his first year of eMINTS Comprehensive professional development. [Note: Dustin was interviewed during the 2014-2015 school year. He is now in his sixth year of teaching at Bayyari Elementary and his second year of eMINTS Comprehensive professional development. 🙂 ]

 Dustin characterized his first year in eMINTS professional development as reinforcing his philosophy of teaching that includes “…real world relevance using technology to enhance the educational experience.” eMINTS helps him align all of the service learning projects that he has developed to relevant education standards.

Dustin described one of his favorite units that involved helping his students develop and operate an “espresso coffee shop.” He initially thought the unit would be centered on Arkansas state standards for social studies related to understanding economics concepts. After working through several eMINTS professional development sessions about aligning instruction to standards, Dustin and his grade level partner created a stronger framework for the project. They also revised the unit’s alignment to include additional standards related to cultural and geographic concepts.

The new unit framework gave Dustin and his students opportunities to explore a variety of cultures and their contributions while relating them to social studies standards about early American history. With a high percentage of Hispanic students in his classroom, Dustin capitalized on his students’ eagerness to learn more about Honduras, Mexico and other Central American countries that produce coffee. The work extended throughout the semester and helped his students learn about everything from fair trade to the development of slavery and the Civil War. Dustin believes “…anything that you want to learn about can be tied to the reading and writing standards. eMINTS has helped me to focus more on the content standards with the strategies that are taught in professional development sessions”

Dustin continued relating his example of the espresso shop unit to describe how he uses his students’ interests and talents in designing instruction. The real-world connections that the shop provided had students asking him for help with additional informational resources they might not otherwise have sought out. For example, when teachers who patronized the shop asked about the origin of the coffee and how it was harvested, students had a reason to research the topics and read associated informational texts so they were prepared to answer the questions. “Having a purpose for reading is so much more meaningful to students than just having them come in cold and read an article or something that the teacher has chosen,” Dustin noted.

Dustin described the authentic assessment techniques he used with the espresso shop project. Dustin has all students balance the daily receipts for the shop. He observes their presentations within and outside of their classroom to assess accuracy of information and specific writing and presentation skills. Dustin believes that it is very challenging to design assessments that truly assess what students know. He has found that the technology tools and strategies he has learned during his eMINTS professional development sessions have given him many more options for assessing his students. From PowerPoint to videos to apps that are available to students on their iPads, he has found that his students’ interest in technology has fueled their desire to not only be accurate in terms of content but also to attend to the appearance of their end products.

“Students are more like directors who are writing the scripts, which have to be accurate, and also making sure their production is attractive, “ he related, “I think this is how students begin to become directors of their own learning. If a teacher is truly invested in helping them with that, you have to start at the elementary level. The biggest role I play is that of motivation. I have to know what they want to learn, keep them motivated to learn, and yet tie the learning to the standards. If they are doing what they want to do, they are directing their own learning and will keep themselves going.”

Dustin is excited to have the high levels of technology, especially a computing device for every student, that eMINTS brings. He uses the technology to support his belief that textbooks are not really needed in classrooms where learning is truly personalized for students. Dustin has turned a large portion of the responsibility for locating information and researching topics over to his students. “I can do the research with them now instead of for them. I can now spend more time thinking about the group and then each individual and how I can best benefit and support them. I’m actually planning instruction as opposed to collecting materials. I’m analyzing the standards more and seeing where my students need more emphasis to accomplish them.”

Dustin has a strong network based on mutual support with his fellow grade level teachers, providing them with summaries of what he and a colleague are learning in eMINTS. Dustin also works closely with the middle school that his students attend when they move to grade six. He formed a close association with the teacher who is responsible for the Environmental and Spatial Technology (EAST®) program at the middle school. For more information see: http://www.eastinitiative.org/aboutcontact/

Middle school students who were involved in the EAST® program came to Dustin’s classroom to help his students understand geographic information system (GIS) needed to support mapping. The mapping provided a portion of the foundation for another service learning project that involved a fund raising effort for Heifer International. For more information see: http://www.heifer.org/about-heifer/index.html

Dustin’s students had researched the coffee industry in Central American countries for their espresso shop unit earlier in the school year and learned about the levels of poverty often found in those countries. The students wanted to have a fund-raising project to contribute to Heifer International so that they could make a difference for families who shared their cultural background.

Another interesting connection between the middle school and elementary school occurred when the EAST® middle school students learned more about the espresso shop project that Dustin’s students were engaged in. Dustin’s students were so enthusiastic about their espresso shop that the middle school students decided to “franchise” a similar shop for their school.

Advice that Dustin offers to others who are working to personalize learning for students is to accept that the teacher’s role has changed from being the giver of information to being another student. “I may have more background knowledge than they (students) have, but I have to use that to facilitate and guide their learning. With technology they can find out anything they want to know but they may not have the experience to know if what they have found is valid or not. That’s where I come in, to help them with that.”