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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.

What does research reveal about independent reading and overall reading performance?

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.

Barbers Hill ISD is a suburban district along the upper Texas Gulf Coast, and it was one of the first districts in the state with a 1-to-1 Chromebook program.

Following some maintenance and repair issues with students who took their laptops home after school, Barbers Hill decided its 1-to-1 program would continue only in the classroom.

Kim Muldrow, a systems support specialist for Barbers Hill, wanted a solution that differed from laptop carts. That’s when PowerGistics Towers came into the equation during the summer of 2015.

Bay Shore Union Free School District, located on the south shore of Long Island and about 50 miles east of New York City, is a small, diverse district of approximately 6,500 students and 8.9 square miles to cover with school transportation.

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.

Talk about solutions that help educators understand the whole student.

The Pennsbury School District in Pennsylvania has embarked on a wide ranging Future Ready initiative, seeking to provide ubiquitous access to technology for its 10,500 students while creating a culture of digital, personalized teaching and learning. The initiative included replacing outdated desktops and shared laptop carts with 1:1 Chromebooks and updating the district’s technology infrastructure. Crucial to its success, has been taking an inclusive approach to ensure that the perspectives of all members of the community were included in developing the initiative.

When Wicomico County Public Schools implemented common core state standards six years ago, complaints from parents rolled in regarding challenging homework assignments. 

“Parents did not understand so they couldn’t help their children,” explains Julie Dill, elementary math supervisor for the 15,000-student district on the Eastern Shore of Maryland.

Then came Everyday Mathematics 4, a comprehensive math program that enables parents to access lessons and watch videos at home to break down the common core language barrier.

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