Talk about using primary sources to drive students’ content knowledge and build critical-thinking skills.
When students can make sense of words, then they learn, grow and succeed. But getting to this point can be a struggle when students need to overcome reading challenges. Studies have shown that if students learn strategies for unlocking multisyllabic words and academic vocabulary with fluency and confidence, then they will achieve long-term results.
During the 2014-15 school year, Pahokee Middle School principal Michael Aronson was asked by his superintendent to visit another school in his Florida district, Acreage Pines Elementary, which was an LSI School for Rigor. Aronson observed implementation sessions and side-by-side coaching.
Brent Fruhwirth has taught social studies at Little Miami High School in Morrow, Ohio, for two decades. He was surprised last year when he was asked to pilot McGraw-Hill Education’s LearnSmart, an online study tool, in his American history classes.
“At first, I thought they had chosen the wrong person to pilot a technology tool,” says Fruhwirth. “I know nothing about technology, but I was willing to try it.”
Rockford Public Schools is the third-largest school district in Illinois, educating more than 28,500 students.
Last year, Cory Nilsen and David Allen, the respective deans of social studies and science curricula for Rockford PS, learned that a local organization that had provided dictionaries to every third-grade student was disbanding, and it wanted to give Rockford PS the remaining money.
When Deer Creek School District in Edmond, Oklahoma, was asked to participate in a pilot program for Marzano High Reliability Schools, there was an immediate buy-in from Grove Valley Elementary School principal Kelly McCoy.
“We were very excited to see what it could do and if it could make an impact at our school,” McCoy says.
Deer Creek assistant superintendent Diana Jones saw the Marzano HRS model as a way to support student achievement and teacher growth.
Indicative of a rich curriculum, deeper learning occurs when a district successfully empowers students to synthesize and creatively apply knowledge through critical thinking, problem solving and collaboration. While essential to preparing today’s students for colleges and careers, building a culture of deeper learning can be challenging to accomplish at a district level.
When Nita Cochran was district math coordinator for Norman Public Schools in Oklahoma, she was looking to help the district’s elementary school students improve their mathematical foundation. There are nearly 16,000 students in NPS, which is located in Oklahoma’s third-largest city and is also home to the University of Oklahoma.
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.