In a rural, high-poverty district in Arkansas, providing health care services at school solved several problems. Health services in the region are often a half-hour ride away, forcing students to miss school for doctor’s appointments while some families struggle to buy gas for the trips.
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Many households in Hoover City Schools are “food-insecure,” which means children don’t have enough food to eat, especially on weekends.
With limited resources to provide students with proper nutrition outside of school hours, the district created Hoover Helps, a collaborative effort among district administration, community volunteers and local organizations, who put together bags of food and put them in the backpacks of students in need every week.
By 2015-16, 33 percent of Hillcrest High School students in grades 9 and 10 weren’t on track to graduate and 45 percent of freshmen were below grade level in reading and math.
In 2015-16, the school board approved $461,000 to hire additional instructional coaches and an administrative intern to launch a new program: Husky Strong Summer Academy, a boot camp for Hillcrest’s incoming ninth-graders.
In Germantown, approximately 1,200 of the 42,000 residents are diagnosed with an intellectual or cognitive disability. Only 220 of those 1,200 residents enjoy part-time employment and make minimum wage in their adulthood.
In 2015, Germantown Municipal School District set out to help students with intellectual or cognitive disabilities.
In 2010, the Irving ISD focused its literacy efforts on promoting summer reading.
While public libraries offer resources and programming, many students lack transportation to libraries or don’t quality for a library card. Other students struggle to obtain reading materials in Spanish. So the district initiated Irving Reads, a reading program wherein students in pre-K through grade 7 receive a pack of books they can keep.
With test scores declining in math and science, the Center Grove Community School Corporation knew it had to bolster its STEM programs. So it developed a Strategy Planning Community made up of administrators and created an advisory group of parents and community members to help create strategic planning goals.
With that, the district formulated an objective to provide all K8 students with project-based learning and STEM initiatives.
When the Lennox Elementary School District learned that few Hispanic and female students were applying to university engineering programs, school leaders acted—creating the Schools of Engineering to provide students in grades 4 through 8 with STEM instruction.
A one-day PD program at Michigan’s Livonia Public Schools offers high-quality technology training to teachers—ensuring new tools in the classroom don’t go to waste.
Level UP LPS has served more than 3,000 teachers since its inception three years ago. It enhances their technology skills, expands their use of apps, adds depth to their lessons, and results in more relevant, engaging content for students.
Hancock Place School District needed to train its teachers in classroom integration after moving to a 1-to-1 laptop initiative, knowing that PD days were limited and technology needs and skill levels varied districtwide among teachers.
The district researched digital badging options and developed and administered the Level Up Learning initiative.
Math comprehension, literacy and integrating technology have been tough for non-English speaking students at Socorro ISD.
To meet the pressing need for equitable technology access, the district created the ELL Academy in the 2015-16 year, with the following goals:
1) Increase mathematics content vocabulary.
2) Decrease the conceptual and skill-based gaps in math and increase the level of reading and writing in math.
Parents are busy, and getting them to attend parent nights at the middle schools in Washington, New Jersey, was tough.
Middle School Parent Information Nights is a new collaborative process, launched in 2016 at Washington Township Public Schools, that involves principals, interventionists and the director of secondary education.
Administrators livestreamed the events through Google Hangouts, which increased participation because parents could follow sessions from home.
In 2010, both Minnetonka middle schools launched an accelerated science curriculum for students with an advanced level of content knowledge, innate curiosity and passion for science.
The curriculum covers four years of science in grades 6 through 8. It prepares students to complete AP physics as high school freshmen and then continue in Advanced Placement or International Baccalaureate science courses.
Del Mar Union School District wanted to build learning spaces to inspire students to communicate, collaborate, and express themselves creatively and critically.
After analyzing effective uses of space in other schools and gathering feedback from community and staff, Del Mar created educational areas that feature high-top tables, bean bags and flippable whiteboard tables, with a range of technology.
What happens when teachers have open minds and let students seek learning on their own, without tying them to a desk? You get the Open Program, which includes an Open Lab, that started at Oregon High School in Illinois in the 2014-15 school year. The four tenets are collaboration, creative problem-solving, cross-curricular knowledge and independence.
Students use the Open Lab to work on community projects and to master remaining math and English standards.
Parent involvement in their child’s special education program means a lot to administrators at Unionville-Chadds Ford School District. But participation outside of the Individualized Education Program meetings was limited. When a survey showed parents had interest in attending a special ed support group, the U-PRISE program was created.
When Clarksville-Montgomery County schools’ AP enrollment was declining and exam pass rates were stagnant, district leaders reached out to community members to create a program that would encourage and reward students who enrolled in AP courses and passed the final test.
Thanks in part to a federal grant and local innovation, southeastern Oklahoma has a better chance to graduate more high school students with career goals and get more qualified health workers in the region.
The Choctaw Nation of Oklahoma was among five “Promise Zones” that President Obama named in 2014 to receive funding. The Choctaw Nation works with community groups, businesses and schools to focus on specific education and economic development goals.
The Ayersville Local Schools needed to change after receiving an F on the Gap Closing indicator, a component on all Ohio districts’ report cards for which they’re graded on closing equity academic achievement gaps.
With a growing diverse student population—of which 32 percent is economically disadvantaged—the district started training teachers so they could learn new strategies to meet the needs of every student.
In the 2015-16 school year, the School District of Philadelphia kicked off its Facilities Condition Assessment to determine the state of school grounds, athletic fields, and more than 300 school buildings and related building systems.
A comprehensive assessment hadn’t been completed since 2003-04. And for the first time, the data collected was made public.
Targeted programs that address academics, homeless issues and special education, among other concerns, are what make Project Reach so valuable at Berkeley Township School District. It’s designed for at-risk and ELL students.
Included in Project Reach are: