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Articles: Assessment

A K8 school district in Southern California was focusing efforts on increasing the proficiency of its English language learners, a population that makes up 32 percent of its students. It also sought to reclassify as many ELLs as possible before middle school—a time when the defeatist mindset usually sets in.

The process to select a new elementary math program for Columbia Public Schools began four years ago. K12 Math Coordinator Dana Hibbard located the highest-performing schools in Missouri and selected their top two math programs for piloting in her district of 18,555 students.

Jeremy Baugh, principal at Lew Wallace School 107 in Indianapolis, has implemented the Opportunity Culture initiative, where excellent teachers receive higher salaries to coach teams of educators.

A student's “hidden digital tattoo” is the information collected surreptitiously through browsers or social media profiles that may impact the ads and information they see online. (Gettyimages.com: altmodern).

As privacy concerns surge ever higher, some educators are pushing to replace the concept of “digital footprints”—the trail of data created by internet use—with “digital tattoos.”

Janet Pittock, Director of Curriculum, McGraw-Hill Education

New approaches to elementary mathematics curriculum, instruction, technology and assessment are providing opportunities to personalize learning for each student, creating highly effective, student-centered learning environments.

In this web seminar, the director of curriculum at McGraw-Hill discussed ideas, strategies and resources for delivering a positive, measurable impact on student outcomes through personalized learning in K6 math instruction. 

Speaker

Janet Pittock
Director of Curriculum
McGraw-Hill Education

From left to right: Debra Walker Smith and the Hoover City Title I Team, Director of Federal Programs and Testing, Hoover City Schools (Ala.); Mitchelle Kelley, National Consultant, Istation

Holistic intervention strategies for Title I schools that coordinate efforts between all educators and stakeholders are crucial to improving achievement. Through focused professional development, incorporating research-based approaches and utilizing technology, intervention efforts at Title I schools can be the most effective.

A June study published in the Economics of Education Review says that shortening school weeks may cut costs for districts, but also increases the crime rates of students. (Gettyimages.com: pixomedesign).

Shortening school weeks may cut costs for districts, but the practice also increases student crime rates, according to a June study published in the Economics of Education Review.

AND YOU GET A CAR!—Madison Wilson, a 2017 graduate of West Creek High School, was excited to realize she was the winner of the AP Pass and Go! car last summer. Given the choice of three different models, she drove away in a Toyota Yaris. ( Brittany Persun, CMCSS).

Students at Clarksville-Montgomery County School System can win a brand-new Toyota Yaris, Hyundai Accent or Kia Rio—or other prizes, such as gift cards—if they score a 3 or higher on exams.

Statewide teacher strikes and walkouts in West Virginia, Oklahoma, Arizona, Colorado and Kentucky left students out of school for days while superintendents scrambled.

Computational thinking covers more than learning how to code or even how to use computers. Rather, it teaches problem-solving techniques that draw heavily on logic, sequencing, and trial and error.

“Growth mindset” is the increasingly popular learning approach in which K12 leaders affirm their students’—and their staff members’—lifelong capacity to boost intelligence.

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.

Talk about solutions that help educators understand the whole student.

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