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.
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.
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.
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.
A variety of research indicates that an engaged and motivated student is more likely to be a high-achieving student. But what does student engagement look like in a digital environment? To keep all students motivated—especially those who struggle or are disengaged—educators need to ensure that engagement is built into the DNA of the curriculum. In a digital environment, engaged students experience more personalized learning and are more likely to actively participate in their learning.
In the Madison Metropolitan School District, the Research & Program Evaluation Office provides rigorous and high-quality research and analysis to support district priorities. By using data dashboards to create accessible, easy-to-understand visualizations of a wide variety of district information, the office has helped administrators understand what's working, what's not working and why, improving strategic decision making.
The world of work is quickly redefining what it means to be ready—a broader set of goals that reflect fast-paced, complex and diverse workplaces. Students need to be great communicators, collaborators and critical thinkers who can tackle novel problems. To prepare students to be really ready for their futures, we must define what that means for them now—not just once they graduate from high school.
Many district leaders are challenged with developing whole-school, data-driven, prevention-based frameworks for improving learning outcomes for every student. Under the new provisions of ESSA, district leaders are also mandated to build curriculum capacity using a layered continuum of evidence-based practices and systems, to improve outcomes for students in Tiers 2-3 and special education.
Now more than ever, education leaders are being asked to develop assessment systems that support a huge variety of needs—student learning, system accountability, program evaluation and more—while providing the most value in the least amount of time. To meet this challenge, there are several principles that can guide administrators in creating the most effective assessment systems that meet their district’s needs.
Built on proven best practices, and based on decades of firsthand instructional experience, the Dixon Nolan Adams Mathematics resources from Solution Tree focus on taking approaches to professional development that can enhance the knowledge, skills and effectiveness of mathematics teachers, promoting deeper student understanding and improving student achievement.
Is it possible to help low-performing high school students avoid remedial classes in college reading and writing? Leaders in many states believe it is indeed possible and are now offering or requiring “college prep” or “college transition” courses in high school. These courses are designed to ensure that low-performing students will have the reading and writing skills they need when they graduate from high school.
More assessment data is available to district leaders than ever before, providing insights into student learning throughout the school year and at the individual student, classroom, school and district levels. However, all of this data will not have a positive impact unless district leaders have a clear strategy to use the insights gained from assessments to inform crucial decisions.
Professional development is a key component of any district, but what takes professional learning to the next level of engagement and effectiveness is being able to differentiate and personalize professional growth for each teacher or administrator.
Digital assessment tools provide a unique opportunity to personalize learning, by enabling seamless connection between a district’s curriculum, assessments and achievement data to give immediate feedback that guides teaching and improves learning on a daily basis.