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An important concept at Waterford Institute is combining technology
and education to battle the achievement
gap.
As a teacher, Waterford Institute founder and CEO Dustin
Heuston, Ph.D. determined a work shortfall to be an important and
often overlooked problem in education. Teachers cannot generate enough
work to teach with precision. As Eaton H. Conant reports in Teacher
and Paraprofessional Work Productivity, the average elementary class
allows each student less than two minutes of individual instruction per
day—instruction that is critical to academic achievement. While most
reformers recognize the need for more individual instruction, few look
beyond teachers and tutors as a source. Waterford, in contrast, employs
technology to elevate the art and science of teaching.
Our experience as the leader in the development of comprehensive educational
software has revealed distinct advantages in combining technology and
education.
Waterford technology offers research-based,
individualized instruction at relatively low cost. The Waterford
Early Reading Program™ costs approximately $300 per student,
whereas implementing traditional reforms (requiring new materials, extensive
training, tutors, and follow up) often cost between $1,000 and $8,000
per student.
Most education improvement models depend on teacher training and implementation,
student preparation, and other outside factors that may impede replication.
Waterford technology offers a tailored experience to every student that
can be successfully implemented in any setting; the courseware ensures
that every student masters key skills.
Waterford technology offers a growing capacity for work—and precision
in that work. Students benefit from individual instruction and teachers
benefit from sophisticated reporting. Teachers can instruct more effectively,
while students have the flexibility to learn at their own pace.
The courseware constantly monitors each student's mastery of skills and
adapts instruction to meet individual needs.
Waterford technology transcends discriminating barriers by tailoring instruction
to the needs of each learner.
Waterford technology employs exciting graphics, music, and game-like components
to keep students actively learning during their entire computer session.
During the development of Waterford courseware, time is spent researching
every aspect of instruction. Learning objectives, as well as methods of
instruction and evaluation are all based on solid, current research.
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In 1989, Waterford participated in the New York City Public Schools Integrated
Systems Project. The $10 million study revealed that intervention is needed
at a much earlier age than previously thought. It also showed that without
early intervention an achievement gap developed between at-risk and average
students, a gap that increases exponentially during the early years of
education.
When intervention is delayed, at-risk students face tremendous obstacles
to academic success. If delayed until the fourth grade, their rate of
learning must increase up to four times the average student's, just to
reach the same achievement level. Also, an intervention delayed until
the third or fourth grade may take four to six times the resources needed
to yield the same results as intervention began in earlier grades.
The Waterford Early Reading Program™
and Waterford Early Math and Science™
provide a solid foundation for preschool, kindergarten, and grade-school
students early, before the obstacles to learning overwhelm them.
Whereas traditional instruction targets the average student, computer-based
courseware imparts curricula with the same thoroughness and standards to
every student. Waterford programs ensure mastery of core concepts by individualizing
instruction to meet the needs of each student.
By intervening early, with technology, teacher, student,
and family working together, Waterford ensures that each student, regardless
of primary language or beginning level of literacy, is bound for success.
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