Two years ago, when it became clear that their previous curricula for grades 6 through 8 did not align with required math standards, school leaders at Berwick Alternative K-8 School in Columbus, Ohio, began looking for a replacement. Berwick has 700 students, 60 percent of whom qualify for free or reduced-price lunch.
Personalized learning solutions are helping educators leverage digital curriculum technology to create individualized learning paths for each student based on personalized and adaptive instruction, while helping to provide remediation for struggling students, supportive practice for on-level students and enrichment for advanced students.
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.
What was the reasoning behind wanting to link current events to reading literacy for K8 students?
Literacy is essential for success in school, but when students at the middle and high school levels continue to struggle with reading, the consequences can be lifelong. Struggling adolescent readers are more likely to have discipline or behavioral issues, to have lower academic achievement overall and to drop out of school.
Best practices in reading instruction are always evolving, as researchers are constantly learning how to better support early literacy, particularly for young readers and struggling readers. Recent years have brought more changes to how phonics instruction is emphasized in reading curriculum.
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.
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.
Janna Payne Sells remembers well “the crate”—a 75-pound behemoth crammed with 200-plus folders she needed to review as instructional facilitator for an inner-city, dual-immersion, Title I elementary school.
A few years ago, when Acequia Madre Elementary Principal Ahlum Scarola looked at his school’s New Mexico state report card, it showed some troubling numbers.
The span of abilities of the 13,000 students in the Metropolitan School District of Warren Township had been increasing over a period of ten years.
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Now more than ever, why is social emotional learning a key area on which administrators need to focus resources?
For administrators taking on the challenge of turning around failing schools, developing a strategic focus for improvement efforts is crucial. The Stringfellow Elementary School—a pre-K through 5 school in the Colquitt County Schools in Georgia—had been one of the lowest-performing schools in the state, was given a failing grade by the Georgia DOE and was under risk of state takeover.
In the Wright City R-II School District in Missouri, the Wright City Academy provides online alternative education and credit recovery programs for at-risk high school students attending Wright City High School.
Springfield Public Schools is the largest district in Missouri, serving some 25,000 students and employing 4,000 staff members across 36 elementary schools, an intermediate school, nine middle schools, five high schools, a center for gifted education and an early childhood center. Personalization is one of the district’s themes, reflected in its motto—“Engaging. Relevant.