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When Teasley Middle School in Cherokee County, Georgia, opened for the 2013-14 school year, teachers and administrators were looking for an opportunity to help students in grades 6 through 8 better understand STEM learning content. 

Teasley is a Title I school with more than half of its students receiving free or reduced lunch. It also has the highest percentage of English language learners and students with disabilities among middle schools in Cherokee County School District, which has 41,800 students and is 40 minutes north of Atlanta.

Todd Brekhus, President, myON​

What was the reasoning behind wanting to link current events to reading literacy for K8 students?

Herb Miller, Director of Education, OverDrive Education

How do you build a digital reading platform that is easy for both students and teachers to use?

Hopkins Public Schools, with 7,200 students in K12 near the Twin Cities in Minnesota, was having a problem with an increasing demand for substitute teachers during the 2013-14 school year and being unable to maintain a steady supply of candidates.

Human resources staff from the district had to recruit, hire, train and manage substitute teachers, according to Nik Lightfoot, assistant superintendent and director of administrative services.  

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.

District Administration welcomed education policy expert Robert Balfanz for this web seminar about what the last 10 years of research has found when it comes to improving the most challenged and lowest-performing schools, as well as the implications of the Trump administration and Secretary of Education Betsy DeVos on these efforts.  Balfanz is research professor at the Center for the Social Organization of Schools at Johns Hopkins University School of Education, where he is co-director of the Talent Development Secondary reform model and director of the Everyone Graduates Center.&

Teachers at Calusa Elementary School in Boca Raton, Florida, are committed to making sure students meet rigorous state standards. Nevertheless, Calusa, which serves about 1,200 students in grades K5, was still struggling to monitor state standards. 

Champaign Unit 4 School District in Illinois wanted to give its teachers a very clear pathway to evolve their math instruction to meet rigorous, Common Core state standards. 

District leaders were very happy with earlier results from McGraw-Hill’s Everyday Mathematics and saw Everyday Mathematics 4, its latest iteration, as an enticing solution, especially in teaching the Common Core state standards, according to Susan Zola, assistant superintendent for achievement, curriculum and instruction. 

Experts share strategies on room design, curriculum development and identifying funding sources

Makerspaces reinforce STEM skills and enable more authentic learning. While there are a variety of ways to design and build makerspaces, there are some key strategies administrators can employ to ensure their program is successful.

Designing rooms that facilitate access and choice

One day in May 2016, while browsing Twitter, Eric Langhorst stumbled upon a call for participants for the Dremel Idea Builder Ambassador program. Dremel Education, a manufacturer of 3D printers, was looking for 10 educators to use the Idea Builder 3D40 printer in innovative ways in their classrooms.

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