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From DA

Source: Collaborative for Customer-Based Execution and Strategy Benchmark K-12 School Study, Rice University, 2017

Parents rate family and community engagement as the most important driver of satisfaction with their child’s school—but districts frequently fail to offer them a voice in the education system, says recent study.

In the 10 years leading up to Madison School District’s latest math curriculum update, state standards had changed almost too often to count. So it is understandable that the Phoenix-based district would welcome a program that ensured all material complied with current standards. 

The much anticipated third and final phase of Sonora High School’s construction project ended with the creation of a new aquatic center featuring a 25-by-30-yard outdoor community pool.

REACHING AT-RISK STUDENTS—Through Berkeley Township’s Project Reach, at-risk students can participate in Camp Paw, a summer program that provides extra learning opportunities, including reading and STEM activities.

A combination of grants, donations, and discounted materials and services from the community led to the creation of Berkeley Township School District's Project Reach program for at-risk students.

The small rural district of United Local Schools in northeast Ohio has seen its math scores increase in the eight years it has used Everyday Mathematics® in its elementary school classrooms.

In 2015-16, the first school year in which all sixth-grade students had used Everyday Mathematics since kindergarten, those students scored 26.8 percentage points higher than the state average in state math tests. Yet the numbers don’t tell the whole story.

At the fast-growing Manor Independent School District located outside of Austin, Texas, over 38 percent of students are English language learners. These students are expected to master the same standards as their native English-speaking peers. Meredith Roddy, Director of Bilingual and ESL Programs, is tasked with closing the achievement gap between ELL students and native English-speaking students.

“I think of it as an opportunity,” says Roddy. “It’s about finding the right resources to engage ELL students with language and content area learning.”

Repurposing buses no longer suitable for daily transportation has provided schools with mobile makerspaces, traveling cafés and bookmobiles.

Pamela Roggeman is the Academic Dean for the College of Education at University of Phoenix and served for more than 17 years as a secondary education teacher.  

To better understand how—and if—teachers are equipping students to solve real-world problems, we must reflect on teaching practices through sound, formative assessment.

A new movement that promises closer cooperation between higher ed and K12 aims to end this legacy of passing the buck.

Donna Reynolds is principal of Lake Mary High School of Seminole County Public Schools in Florida.

Donna Reynolds, principal of Lake Mary High School of Seminole County Public Schools in Florida, connected with students by performing with the dance team at a pep rally.

Thousands of science teachers around the country are incorporating standards that include the study of climate change. But other educators have found that one of the first questions to answer is exactly how to deliver the lessons.

Head lice are parasitic insects that feed on human blood and live close to the scalp.

Head lice policies are causing controversy throughout the country, as some districts abandon “no nit” rules that require sending home children who have nits (lice eggs) or live lice in their hair.

Schools and districts in nearly 30 states—including Lyon County School District (Nevada)—use the Edthena platform to video coach educators. Lyon County began video coaching its 200 elementary school teachers in the 2017-18 school year. The PD was made possible by a grant from the Nevada Department of Education.

Leanne E. Oliver is a mathematics teacher and curriculum chair at Monsignor John Pereyma Catholic Secondary School in Oshawa, Ontario.

High-quality, collaborative, professional development for teachers is a difference-maker for students. I have witnessed firsthand its power as a teacher and mathematics curriculum chair at Monsignor John Pereyma Catholic Secondary School in Oshawa, Ontario.

The Valley Day School in Bucks County, Pennsylvania, a special education school, has introduced augmented reality to enhance students’ social asset and science curriculum learning as well as to offset high frustration levels and emotional outbursts.

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