Seesaw English Language Development
Logic Model
Study Type: ESSA Evidence Level IV
Prepared for: Seesaw
Prepared by LearnPlatform by Instructure:
Meetal Shah, Ph.D., Senior Researcher
Alexandra Lee, Ph.D., Senior Researcher
Christina Davis, M.P.A., Researcher
November 12, 2024
EXECUTIVE SUMMARY
Seesaw engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for Seesaw ELD, Seesaw’s English Language Development supplemental curriculum program.LearnPlatform designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA) 1
Logic Model
A logic model provides a program roadmap, detailing program inputs, participants reached, program activities, outputs, and outcomes LearnPlatform collaborated with Seesaw to develop and revise the logic model
Study Design for Seesaw Evaluation
Informed by the logic model, the next phase will focus on planning for an ESSA Level II study to examine the extent to which the Seesaw ELD supplemental curriculum program impacts student learning outcomes
Conclusions
This study provides results to satisfy ESSA evidence requirements for Level IV (Demonstrates a Rationale) Study design and planning are currently underway and scheduled for Fall 2025
1 Level IV indicates that an intervention should include a “well-specified logic model that is informed by research or an evaluation that suggests how the intervention is likely to improve relevant outcomes; and an effort to study the effects of the intervention, that will happen as part of the intervention or is underway elsewhere…” (p. 9, U.S. Department of Education, 2016). Revised for Seesaw, November 2024 1
Introduction
Seesaw engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for Seesaw ELD, Seesaw’s English Language Development supplemental curriculum program LearnPlatform designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA)
The Seesaw team recognizes that multilingual learners (MLLs) often face challenges in achieving academic success due to language barriers Traditional curriculum tools may not fully address the diverse linguistic needs of these students, leading to gaps in their language development, academic performance, and social belonging There is a need for a supplemental curriculum tool that is developmentally appropriate for younger learners and is aligned with the WIDA English Language Development (ELD) Standards to provide targeted support for MLLs Seesaw's ELD supplemental curriculum program provides differentiated instruction, interactive activities, and assessments that cater to various proficiency levels, ensuring that all students can participate in their school community and progress in their language acquisition and academic skills
The study had the following objectives:
1 Define the Seesaw logic model and foundational research base
2 Draft an ESSA Level II study design
Annotated Bibliography of Previous Research
1 Citation: August, D (2018) Educating English Language Learners: A Review of the latest research https://www aft org/ae/fall2018/august
a. Citation Type: Theoretical Paper
b. Population: N/a
c Design Decision(s) Driven by the Research: Lessons and activities that are designed for MLLs to help achieve English proficiency
d How did the team leverage the citation to come to this design decision? For ELLs, exposure to grade-level content is essential for language proficiency and academic success Younger students benefit from visual aids like pictures, videos, and graphic organizers, while verbal supports include glossaries, teacher explanations, and discussions Developing academic language, which includes vocabulary, grammar, and language functions, is crucial for acquiring new knowledge and skills
e If the sample varies significantly from your population of interest, please explain why this research is still relevant to your product: N/a
f Evidence of the feature (screen shot, video, or URL): Seesaw ELD lessons provide exposure to grade-level material across all four content areas They include instructional videos, pictures, graphic organizers, and audio support, ensuring students develop the necessary academic language
These examples from Seesaw ELD lessons illustrate a variety of visual and audio supports designed for whole-class practice, including instructional videos, interactive Flexcards, and graphic organizers
2. Citation: Council of the Great City Schools. (2023). A framework for foundational literacy skills instruction for English Learners.
https://www cgcs org/cms/lib/DC00001581/Centricity/domain/35/publication%20docs/C
GCS Foundational%20Literacy%20Skills Pub v11 pdf
a Citation Type: Theoretical Paper
b Population: N/a
c Design Decision(s) Driven by the Research: Lessons and activities that are designed for MLLs to help achieve English proficiency
d How did the team leverage the citation to come to this design decision? ELLs need a comprehensive and connected approach to foundational literacy skills, involving grade-level instruction by knowledgeable teachers who build on their linguistic repertoire and teach how English conveys meaning This approach, emphasized by
Fillmore (2017), Scarcella (2003), and Mesmer (2020), should include strategic use of technology for scaffolding, supporting metalinguistic awareness, and explaining English in all four domains listening, speaking, reading, and writing It should also provide real-time feedback on spoken and written language to develop foundational skills.
e If the sample varies significantly from your population of interest, please explain why this research is still relevant to your product: N/a
f Evidence of the feature (screen shot, video, or URL): Seesaw ELD lessons include opportunities for students to practice English in all four domains - listening, speaking, reading, and writing Examples from a 4th/5th Grade English Language
Arts lesson show opportunities to practice speaking, reading, writing, and listening skills based on a grade-level text
At the end of each Seesaw ELD lesson, students use Seesaw’s multimodal tools to reflect on their learning and engage in the metalinguistic process.
3 Citation: Gersten, R , Baker, S K , Shanahan, T, Linan-Thompson, S , Collins, P, & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center
for Education Evaluation and Regional Assistance, Institute of Education Sciences, U S Department of Education Retrieved from http://ies ed gov/ncee
a Citation Type: Theoretical Paper
b. Population: N/a
c. Design Decision(s) Driven by the Research: Lessons and activities are formulated to include evidence-based recommendations for teaching English learners
d How did the team leverage the citation to come to this design decision? Teaching vocabulary explicitly throughout the school day helps English learners develop a strong vocabulary, enhancing their reading comprehension and academic performance Incorporating academic language development in all subjects aids English learners in grasping and using complex language structures
e If the sample varies significantly from your population of interest, please explain why this research is still relevant to your product: N/a
f Evidence of the feature (screen shot, video, or URL): Teachers are encouraged to review their curricula and scope and sequence and integrate Seesaw ELD lessons accordingly to align with the themes, topics, and standards they are working on in the classroom By embedding academic language development across subjects such as Mathematics, Science, Social Studies, and English Language Arts, students are exposed to diverse vocabulary and language structures, which increases their overall language proficiency and content understanding A flexible scope and sequence allows teachers to incorporate vocabulary and academic language into subject-specific lessons to deepen student understanding. In this English Language Arts lesson example, 2nd and 3rd-grade students are introduced to specific language structures and vocabulary through an instructional video based on a grade-level text Then, students listen to the story and collaboratively practice the language as a whole class Afterward, students have the opportunity to practice vocabulary and language structures independently Seesaw ELD lessons are tailored to accommodate various language proficiency levels, ensuring that students’ individual needs are met This example highlights a language structure designed for students with advanced English language skills
In this Kindergarten math lesson, students begin by watching an instructional video to practice comparing numbers Then, they review the language structure and vocabulary as a whole class This collaborative practice prepares students to engage in independent practice
4 Citation: Goldenberg, C , & Cárdenas-Hagan, E (2023) Literacy Research on English Learners: Past, Present, and Future The Reading League, 4(1), 12-20
a Citation Type: Theoretical paper
b Population: N/a
c Design Decision(s) Driven by the Research: Lessons and activities are formulated to include evidence-based recommendations for teaching English learners.
d. How did the team leverage the citation to come to this design decision? Successful ELD depends on research-backed methods, such as direct teaching of vocabulary, grammar, and language frameworks ELD should be combined with content instruction to give context and improve understanding Building oral language skills is essential, as it forms the foundation for literacy and academic achievement Instruction must be culturally and linguistically appropriate to engage students and meet their learning requirements
e If the sample varies significantly from your population of interest, please explain why this research is still relevant to your product: N/a
f Evidence of the feature (screen shot, video, or URL): Seesaw ELD’s narrative and informational texts are tailored specifically for multilingual learners, ensuring that students at all levels of language proficiency can access grade-level content These texts use research-based methods and align with both ELA and WIDA standards They are culturally relevant, grade-level appropriate, and are designed to increase exposure to content areas, build background knowledge, and foster strong foundational skills in literacy, supporting both English language development and foundational literacy growth.
For example, in this 2nd/3rd Grade English Language Arts: Character Point of View lesson, students read Iktomi and Coyote Through explicit instruction, students learn key vocabulary and grammatical structures, listen to the story, and practice identifying different character perspectives This approach demonstrates how research-backed methods are applied within the product to support both English language development and content comprehension
5 Citation: Nordmeyer, J , Boals, T, MacDonald, R , & Westerlund, R (2021) What Does Equity Really Mean for Multilingual Learners? Educational Leadership, 78(6), 60-65
a Citation Type: Theoretical Paper
b Population: N/a
c Design Decision(s) Driven by the Research: Lessons and activities are formulated to include evidence-based recommendations for teaching English learners that come from historically underserved backgrounds
d How did the team leverage the citation to come to this design decision? The objective is to cultivate an engaging learning environment that prompts all students to question, interpret, and communicate complex subject matter This entails creating opportunities for multilingual students to actively direct their own educational journeys. Participatory learning structures, such as small group work, enable multilingual learners to actively engage with content, negotiate meaning, and enhance their language skills across different contexts This approach supports both language development and content comprehension Integrating language supports with math instruction helps English learners understand mathematical concepts while simultaneously improving their language abilities
e If the sample varies significantly from your population of interest, please explain why this research is still relevant to your product: N/a
f Evidence of the feature (screen shot, video, or URL): In this 3rd-grade Seesaw ELD Math lesson, students watch a modeling video to complete the activity Then, they collaborate with a partner to create a story problem and solve for the area of a rectangle, allowing them to practice mathematical concepts while enhancing their academic language skills.
6 Citation: Lems, K , Soro, T M & Charles, G (2023) Building literacy with multilingual learners: Insights from linguistics Guilford Press
a Citation Type: Book
b Population: N/a
c Design Decision(s) Driven by the Research: Lessons and activities are formulated to include evidence-based recommendations for teaching English learners
d. How did the team leverage the citation to come to this design decision? Leveraging cross-linguistic transfer can aid in developing literacy in additional languages By incorporating multilingual resources, offering specific support for language transfer, and utilizing culturally relevant texts, we can effectively support multilingual learners
e If the sample varies significantly from your population of interest, please explain why this research is still relevant to your product: N/a
f Evidence of the feature (screen shot, video, or URL):
Seesaw ELD lessons provide instructions in both English and Spanish, offering multilingual learners better access to content This approach enhances students' ability to engage with the material more effectively, while also promoting cross-linguistic transfer by helping them draw connections between languages and strengthens their overall language development
For a complete review of the research base see (link)
Logic Model
A logic model is a program or product roadmap It identifies how a program aims to impact learners, translating inputs into measurable activities that lead to expected results A logic model has five core components: inputs, participants, activities, outputs, and outcomes (see Table 1)
Table 1 Logic model core components
Component Description More information
Inputs
What the provider invests
What resources are invested and/or required for the learning solution to function effectively in real schools?
Participants Who the provider reaches Who receives the learning solution or intervention? Who are the key users?
Activities
What participants do
Outputs
Outcomes
Products of activities
Short-term, intermediate, long-term
What do participants do with the resources identified in Inputs? What are the core/essential components of the learning solution? What is being delivered to help students/teachers achieve the program outcomes identified?
What are numeric indicators of activities? (e g , key performance indicators; allows for examining program implementation)
Short-term outcomes are changes in awareness, knowledge, skills, attitudes, and aspirations
Intermediate outcomes are changes in behaviors or actions
Long-term outcomes are ultimate impacts or changes in social, economic, civil or environmental conditions
LearnPlatform reviewed Seesaw resources, artifacts, and program materials to develop a draft logic model Seesaw reviewed the draft and provided revisions during virtual meetings The final logic model depicted below (Figure 1) reflects these conversations and revisions
Seesaw ELD Logic Model Components Seesaw invests several resources into their Seesaw ELD supplemental curriculum program embedded within the Seesaw platform includes: 480+ 2 Lessons with 3,000+ activities covering four subject areas (ELA, math, science, and social studies) aligned with WIDA standards, 10 foundational lessons for each subject area, each with 3 3 levels of language acquisition, instructional tools for oral language acquisition and practice (e.g., Read-with-Me, video and voice recording), formative assessments to measure language comprehension, lessons plans, teacher resources with full scope & sequence and week by week activity recommendations, and professional development (PD) Lesson plans include: learning objectives, standards alignment, printable supporting resources, instructional format, teacher tips, and a step-by-step guide on lesson orchestration
Ultimately, the Seesaw ELD program aims to reach K–5 students identified as MLLs, K–5 educators, families, and district and school administrators Using these program resources, the participants can engage with the Seesaw ELD supplemental curriculum program through the following activities:
● K–5 MLLs:
○ complete teacher-assigned ELD lessons using Seesaw's multimodal learning tools;
○ receive feedback from peers, educators, and family members on lessons;
○ document offline learning activities and add layers of explanation and reflection via photos, videos, voice recording, etc ;
○ showcase mastery of learning through their portfolio of work; and
○ complete teacher-assigned formative assessments
● K–5 educators:
○ assign ELD lessons in Seesaw;
○ provide personalized feedback to students in text or audio recordings;
○ differentiate instruction e.g. targeted interventions, scaffolds, and small group activities;
○ enable students to document and extend offline learning activities;
○ review student engagement and performance portfolios, standards-aligned skills, and activity-based reports;
○ document mastery of learning through students' portfolio of work;
○ communicate with families about classroom happenings and student progress; and
○ assign formative assessments
● District and School Administrators:
2 The Seesaw platform provides dynamic and developmentally-appropriate, multimodal learning tools and formative assessment capabilities
3 The WIDA English Language Development (ELD) Standards Framework provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12 The ELD Standards Framework is centered on equity and fosters the assets, contributions and potential of multilingual learners
○ support educators with targeted PD and advocate for Seesaw and ELD program use;
○ virtually visit classrooms to gain insight into instruction and student progress; and
○ communicate with teachers, students, and families.
● Families:
○ review different levels of communications from school to facilitate supporting learning at home;
○ communicate with school leaders and teachers about student needs;
○ see their child’s learning in the Seesaw Journal and post encouraging comments; and
○ review and celebrate mastery of learning through their child's portfolio of work
Seesaw can examine the extent to which core activities were delivered and participants were reached by examining the following quantifiable outputs:
● K–5 MLLs:
○ Number and nature of:
■ ELD lessons completed and multimodal tools used
■ feedback received from and provided to peers
■ feedback received from educators and family members
■ posts of offline activities
○ Number of:
■ portfolio views
■ formative assessments completed
■ sessions/logins (total)
● K–5 Educators:
○ Number and nature of:
■ ELD lessons & activities assigned
■ feedback provided to students
■ differentiated instruction via individual or group lessons/activities assigned
■ messages sent to families
■ posts on classroom happenings
■ PD opportunities attended
○ Number of:
■ of portfolio and report views
■ of PDF reports sent to families
■ of formative assessments assigned
● District and School Administrators:
○ Number and nature of PD opportunities provided for educators;
○ Number of class-, school-, or district-level report views; and
○ Number and nature of messages sent to families
● Families:
○ Number of school communications opened/read;
○ Number and nature of feedback given to their child; and
○ Number of portfolio views and engagement with posts
If implementation is successful, based on a review of program outputs, Seesaw can expect the following short-term outcomes: K–5 MLLs have increased English language vocabulary, and listening and reading comprehension; greater opportunities to connect with and learn from peers, educators, and family; increased self-awareness, including strengths and areas for growth; a growth mindset in learning; and increased proficiency on formative assessments MLLs also report deeper engagement with learning Educators’ use of instructional resources tailored to meet the needs of MLLs and formative assessments increases. Educators also report greater access to resources for planning, instruction, and interventions and feeling increased partnerships with families Administrators have access to data to support decision-making and families report having greater visibility and understanding of classroom happenings
In the intermediate term, students' value for learning activities in the classroom will increase Similarly, their confidence and self-efficacy as learners will improve Subsequently, their content-based skills and scores on standardized assessments will also improve and more importantly, students’ interactions with peers in English and use of English language will increase Educators' ability to deliver data-driven, effective, and differentiated instruction will improve Administrators will be better able to support the ongoing use of Seesaw through PD, curriculum, and school-wide communication and proactively leverage engagement and assessment data to address inequities While families will report having greater confidence and resources to support their students' learning progress Ultimately, in the long term, Seesaw expects students to report greater belonging to their community, have a more successful elementary school experience, and be better prepared for future learning/middle school coursework Students will also develop English language proficiency via increased language acquisition. Educators’ well-being and retention will improve and they will have sustained engagement with the Seesaw platform and other supporting edtech Thus, educators will be better positioned to close gaps in student learning outcomes Administrators will enact a high-quality, equitable curriculum across classes
Study Design for Seesaw ELD Supplemental Curriculum Program Evaluation
To continue building evidence of effectiveness and to examine the proposed relationships in the logic model, Seesaw has plans to conduct an evaluation to determine the extent to which its program produces the desired outcomes Specifically, Seesaw has plans to begin an ESSA Level II study to answer the following research questions:
Implementation Questions
1 To what extent did students use the Seesaw ELD supplemental curriculum program during the 2023–24 school year?
○ What is the average number of Seesaw ELD lessons that students completed on the Seesaw platform?
2. Among teachers, what were the usage patterns of Seesaw?
○ On average, how much feedback did students receive on Seesaw ELD lessons?
Outcome Questions
3 After controlling for students’ prior literacy achievement levels and other student demographic characteristics (e g ELL status, FRL status, gender, and race/ethnicity), how was the use of the Seesaw ELD supplemental curriculum program related to students’ performance on end-of-year standardized literacy assessments?
4. What was the impact of the Seesaw ELD supplemental curriculum program on end-of-year standardized literacy assessments for students who used the program compared to those who did not?
Conclusions
This study satisfies ESSA evidence requirements for Level IV (Demonstrates a Rationale). Specifically, this study met the following criteria for Level IV:
✅ Detailed logic model informed by previous, high-quality research
✅ Study planning and design is currently underway for an ESSA Level I, II or III study