Teachers in the Susquehanna Township School District are finding success with their new curriculum mapping program using Chalk. With it, they can easily locate and align state standards with lesson plans, and if they have any questions, they can get live technical assistance through “Mr. Chalk,” an online chat feature operated by company employees.
Mr. Chalk used to be available only Monday to Friday, but not on weekends when many teachers were finishing lesson plans for submission to principals Sunday evenings. So Superintendent Dr. Tamara Willis made a call.
The process to select a new elementary math program for Columbia Public Schools began four years ago. K12 Math Coordinator Dana Hibbard located the highest-performing schools in Missouri and selected their top two math programs for piloting in her district of 18,555 students.
The Every Student Succeeds Act (ESSA) requires all Title I schools to use evidence-based educational activities. It is crucial that administrators understand not only how the law defines evidence-based, but also how to apply that definition to their decision-making process when selecting the resources that will meet their district’s needs.
This web seminar featured a discussion about the practical implications of ESSA for administrators, and how to analyze and apply education research to help make more effective strategic decisions in a district.
Holistic intervention strategies for Title I schools that coordinate efforts between all educators and stakeholders are crucial to improving achievement. Through focused professional development, incorporating research-based approaches and utilizing technology, intervention efforts at Title I schools can be the most effective.
New approaches to elementary mathematics curriculum, instruction, technology and assessment are providing opportunities to personalize learning for each student, creating highly eﬀective, student-centered learning environments.
Attend this web seminar to gain ideas, strategies and resources for delivering a positive, measurable impact on student outcomes in your district, through personalized learning in K-6 math instruction.
The past two decades have seen 1:1 computing grow in popularity, with school districts across the country deploying millions of laptops and tablets to students, excited by their potential to enhance learning. But unfortunately, with the trend came the reality that many school systems didn’t adequately plan, prepare for or sustain their 1:1 initiatives, and failed to see positive impacts as a result. Why do some 1:1 initiatives succeed and others fail?
Districts are increasingly tasked with providing options for at-risk and underserved student populations to address persistent achievement gaps. While nationwide gains in closing achievement gaps have been made, research shows that underserved student populations still achieve at lower rates than their peers in many areas.
In the 2010-11 school year, the Harrison School District Two in Colorado Springs began one of the most rigorous pay-for-performance plans in the nation: Called “Effectiveness and Results,” this overhaul of the human capital management system was a risk worth taking because the status quo failed to adequately serve students.