Guy Barmoha, director of the secondary learning department for Broward County Public Schools in Florida, wanted to challenge high-achieving, middle school mathematics students beyond what acceleration can offer. Elements of Mathematics: Foundations, a curriculum by the Institute for Mathematics and Computer Science, provided the solution.
Just a few years ago, Title I students in Hoover City Schools were making such modest gains that they stayed in the program year after year.
That all changed once the central Alabama district implemented Istation, an e-learning program that identifies learning gaps and provides engaging interactive lessons and face-to-face teaching strategies to get students back on track.
Implemented in Hoover City in the fall of 2015, it is used in Response to Intervention (RTI) for students in grades 1 through 5 in the district’s four Title I schools.
Without the right intervention tools, it is nearly impossible to turn a struggling reader into a successful reader. But with the right program, combined with effective teaching strategies, extensive gains for struggling readers in comprehension, fluency, and spelling are attainable in any district.
The population of ELL students continues to grow, and achievement gaps between ELL students and other student populations persist in many districts. There are a variety of best practices administrators can employ to address these achievement gaps and meet the needs of ELL students.
STEAM learning—which incorporates art and design thinking into the traditional STEM subjects—is becoming increasingly adopted as educators seek to inspire more creativity, problem-solving skills, collaboration and critical thinking in their students. Educators in the Maury County Public Schools in Tennessee began pursuing their mission to blend project-based learning and STEM subjects with art and design in 2015. The end result was the creation of the Mt. Pleasant Arts Innovation Zone, the first preK-14 STEAM campus in the U.S.