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student achievement

To provide rigorous assignments for students, assess rigor level, revise tasks to raise that level and adjust to ensure students in all grades are working at a level that is challenging enough to prepare them for college and careers.

Blane K. McCann is the superintendent of Westside Community Schools in Omaha, Nebraska.

Nebraska school district’s initiative also expands access to gifted programs.

During Noel Petrosky’s 12 years at different Saint Marys Area School District elementary schools, she saw assessment data accurately predict student performance on state tests and inform instruction that led to student growth. That wasn’t the case at Saint Marys Area Middle School when she became principal two years ago.

“I thought, ‘I can’t go into a system not knowing what my students are capable of,’ ” recalls Petrosky, who wanted to establish a multi-tier system of supports (MTSS) framework at her middle school in rural northwestern Pennsylvania.

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.

From left to right: Luci Willits, Associate Vice President, Policy, Curriculum Associates; Kristopher John, Vice President, Online Assessment, Curriculum Associates; John Lovato, Ed.D., Assistant Superintendent, Educational Services, Rosemead School District (Calif.)

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.

5/23/2018

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.

5/16/2018

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.

11/8/2017

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?

10/19/2017

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.

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