Integrating community input in a district's planning process

Iowa's Linn-Mar CSD in Iowa faced challenges to efficiently obtain community input and feedback. The district also needed a new strategic plan. To make the planning process as public and transparent as possible, Linn-Mar CSD incorporated community dialogue tools to discover the broad themes that were important to the staff, parents and community.

Sparking the future of education

Developing a transformative technological pedagogy to drive student academic achievement requires a fundamental focus on the student as an individual. Plans should be based on academic needs and achievement levels, in addition to incorporating elements of each student's personal style, emotional state and topics of interest.

NWEA Guidance on the Creation of SLOs

Not only do the definitions of Student Learning Objectives (SLOs) vary across the country, but the requirements for the content of SLOs vary as well, with some more aligned than others with the body of research on how goal setting can improve performance. This document focuses on the research, policies, and practices necessary for appropriate development and implementation of SLOs.

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Texas District Prepares Students for Future Career Paths

The 65,000-student Arlington ISD leverages EasyTech and Inquiry to deliver a comprehensive career and higher education investigations course. The year-long, technology-embedded course gives eighth-grade students an opportunity to both develop skills and establish a four-year plan that details the requirements for different career paths and colleges of interest to each student.

Assessment practice that informs powerful instruction

Assessment, when done well, can make a profound contribution to helping all kids learn. But for any test to make a real difference for student learning, crucial assessment components — such as norms, standard error of measure, scales and item pool depth — must be incorporated in order to yield actionable data that helps educators deliver individualized instruction.

Implementing an online system to standardize assessment and grading

Where once each school worked in silos managing student information and grading practices, the Archdiocese of Baltimore is now unified through an online system that has helped them standardize processes, assessments and grading between all of its 44 schools. The web-based system also gives parents access to their children’s grades and facilitates communication between teachers, students and parents.


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