Curriculum & Instruction

To expand support for its at-risk students, Berkeley Township School District three years ago held six meetings with teachers, parents, businesses, nonprofits, the Berkeley Police Department and the Division of Children Protection and Permanency. Administrators in the New Jersey district—working with guidance counselors, nurses and parents—identified at-risk students struggling socially, academically and at home. "We […]

In the 10 years leading up to Madison School District's latest math curriculum update, state standards had changed almost too often to count. So it is understandable that the Phoenix-based district would welcome a program that ensured all material complied with current standards. But not just any program. After researching solutions and piloting two options […]

Repurposing buses no longer suitable for daily transportation has provided schools with mobile makerspaces, traveling cafˆš©s and bookmobiles. The practice allows for extended use of an asset and adds a mobile dimension to programs that districts cannot always find space for in traditional classrooms. Cheatham County Schools in Ashland, Tennessee, is in the process of […]

At the fast-growing Manor Independent School District located outside of Austin, Texas, over 38 percent of students are English language learners. These students are expected to master the same standards as their native English-speaking peers. Meredith Roddy, Director of Bilingual and ESL Programs, is tasked with closing the achievement gap between ELL students and native […]

The small rural district of United Local Schools in northeast Ohio has seen its math scores increase in the eight years it has used Everyday Mathematics® in its elementary school classrooms. In 2015-16, the first school year in which all sixth-grade students had used Everyday Mathematics since kindergarten, those students scored 26.8 percentage points higher […]

I recently heard a friend ask his student a question that captures how parents and teachers should discuss future aspirations. The question was not "What do you want to be when you grow up?" Instead, he asked the boy, "What problems do you want to solve when you grow up?" Today's students will enter a […]