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Articles: Standards

Despite the challenges of making all school learning materials accessible to students, district technology leaders should be as proactive as possible. (GettyImages.com: KOHB)

Districts must provide learning materials that are accessible to all students. The consequences of failing to do so can be significant.

The assessment that prospective principals must take to obtain an administrative license in 18 states may be a barrier to non-whites and urban educators, says a 2017 study.

The challenge of finding curriculum materials in languages other than English is especially complex for districts embracing a growing trend: dual-language immersion programs, in which native English speakers join English language learners in studying academic subjects in two languages.

Across the country, for reasons both political and practical, even districts with substantial numbers of students who don’t yet know English seldom rely on native-language curricular materials.

Power in Numbers will teach principals how to design collaborative team-building projects and effective ways to analyze student learning in schools with their staff.

This guide helps principals improve instruction by strengthening their coaching techniques to mold teachers and staff into team-oriented leaders.

Stacey McNinch-Curschman, the secondary curriculum director for Visalia USD in California, knew that as her district was ramping up its training efforts around Common Core standards for mathematics in 2013, as well as its own district-level curriculum changes, both administrators and teachers would need to be continually learning and improving themselves.

“If we work effectively as adults and we’re continually learning and continually improving, that’s going to net better results for kids,” says McNinch-Curschman, whose district has more than 27,000 students.

Journalism classes at Junction City High School in Kansas—100 miles west of Kansas City—use the short-lived social media app Snapchat to learn long-lived lessons of storytelling.

Education Commission of the States: The state of cursive writing education in the U.S.

Is cursive writing doomed to become a long-lost art? Not if some educators have anything to say about it. After decades of remaining a main component of elementary education, cursive is up for debate under the Common Core standards. 

Fifteen outdoor field trip days are built into the academic year at Plumas USD school district.

Plumas USD, a rural district tucked away in the rugged terrain of northeastern California, uses its own backyard for its “Outdoor Core” K12 curriculum.

Serving Students Who Are Homeless is one of the four books on education DA promotes in this month's Noteworthy Books feature.

DA promotes four books about serving homeless students, inspiring disengaged kids, improving communication skills and studying personalized learning in K12.

Jon Saphier says policy-makers could create regulations that positively affect the levers of influence on what teachers do, such as teacher education and teacher certification.

As founder of Research for Better Teaching— an organization dedicated to improving instruction and leadership— Jon Saphier says underperforming students need to believe that “smart is something you can get.”

High school students in the tiny Magazine School District in Arkansas receive three hours of sex education a year in grades 9 through 12—an approach that Superintendent Brett Bunch acknowledges is inadequate. 

In the latest round of the Program for International Student Assessment (PISA) exam, given to more than 500,000 15-year-olds in 72 nations, students in the U.S. once again scored in the middle of the pack—and below average in math—raising concerns and sending educators looking for answers.

On the first Friday of every school year, the new kindergartners of Utah’s Canyons School District look ahead to the future—far ahead. To mark Kindergarten College-Ready Day, the children make construction-paper mortar boards and march in mock graduation ceremonies.

Principal DeMarcos Holland created “Fantastic Fridays" to interact with K12 students on social media.

Principal DeMarcos Holland, of New Manchester High School in the Douglas County School System in Georgia, has replaced traditional class tardy bells with music, including compositions created by students and teachers. The friendlier sounds have lowered the average number of tardies from between 50 and 60 per day to less than 10.

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