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21st-century learning

John M. Nelson III served as the Assistant Superintendent for Instructional Services at Chula Vista Elementary School District

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John M. Nelson III served as the Assistant Superintendent for Instructional Services at Chula Vista Elementary School District, located halfway between San Diego and Mexico in San Diego County. In 2010, when the Common Core State Standards were adopted by California, he knew the 30,000-student district needed to help students get comfortable reading and writing about nonfiction texts and using technology for assessments

The front page of a Seattle newspaper proclaimed Renton High School had the worst graduation rate in western Washington in 2003. With just over 50 percent of students graduating, drastic measures needed to be taken. 

Thoughtexchange’s cohort visualization feature shows how opinions can change

What makes community engagements meaningful? For many district leaders, meeting community members face-to-face captures the spirit of meaningful engagement but falls far short when it comes to representing the broader community’s wishes. 

Glendale USD personalizes learning and sees academic improvements through the use of Ready and i-Ready by Curriculum Associates

By fall 2014, figuring out how to meet the requirements of the Common Core State Standards was critical for administrators in Glendale USD.

Ohio district uses Connections Learning by Pearson to increase flexibility and choice

The number and variety of courses that can be offered in a small rural district is often limited. That was not acceptable to Erik Belcher, superintendent of Fayette Local School District in northwest Ohio.

Katie Nicholson

Computer adaptive tests (CAT) are really growing in
popularity. With an adaptive model, which technology
clearly facilitates, great efficiencies are gained.

Phil Steitz

Technology should be one part of an overall blended solution that includes insights from educators and curriculum designers

A diverse population makes up the student body at East Leyden High School in the Leyden High School District 212 in suburban Chicago.

It’s crucial for today’s students to develop foundational technology skills that can be applied to their core subject learning. To accomplish this goal, districts need to coordinate the efforts of technology and academic staff to embed digital learning into the curriculum.

A common challenge with district technology initiatives, particularly BYOD or 1-to-1 programs, is equity of access—ensuring that all students can utilize the same technology, regardless of their socioeconomic status.

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