1. Comprehensive Literacy State Development (CLSD) Grant 

The $194 million CLSD grant, awarded in September 2024, marks the second round of this federal competitive funding opportunity focused on improving literacy outcomes for children from birth through grade 12. While the funds have been distributed to 22 states and Washington, D.C., timelines for local education agency (LEA) applications are being rolled out gradually. 

• What’s Available: At least 95% of state funds must be subgranted to LEAs, prioritizing low-income and high-need students.
• Who’s Leading the Way: Kentucky is currently the only state to have opened its Request for Applications (RFA). The FY25 Kentucky Comprehensive Literacy (KyCL) Grant accepts applications through December 18, 2024. Other states are expected to release application details by winter or early spring. 

Learn more in this article: Comprehensive Literacy State Development (CLSD) Grant: Insights Into the 2024-25 Application Cycle  

2. Colorado’s High-Impact Tutoring Program for 2025-26 

Colorado is set to open applications for its High-Impact Tutoring Program in January 2025. This initiative aims to support K-12 students, with a preference for grades K-8, in areas such as math, reading, supporting English Language Learners (ELLs), and closing the achievement gap for underserved populations. Program Details: 

• Budget up to $2,200 per student served per full school year.
• Program runs from August 2025 to June 2026. 

To meet proposal requirements, districts and schools interested in providing targeted, data-driven tutoring services should review last year's application information before beginning to plan their proposals. 

3. Texas LASO Grant Round 4 

Texas is gearing up for the fourth round of its LASO (Learning Acceleration Supports Opportunities) grant, which is anticipated to open in early 2025. Based on rounds 1 and 2 of the LASO grant, we can expect the following grants to be available, as seen in each prior round: Blended Learning, Early College High School, School Action Fund, Strong Foundations, and Technology Lending. Potential Additions for Round 4 include:

• Pathways in Technology: Supporting tech-focused learning pathways.
• Math Supplemental Curriculum Licenses: Expanding access to high-quality math curriculum.
• ADSY (Additional Days School Year) Summer Learning Accelerator: Boosting summer learning opportunities.

Districts in Texas should review previous LASO grant guidelines to align proposals with state priorities and prepare for anticipated opportunities in 2025. 

4. Kentucky’s Numeracy Counts Legislation (H.B. 162) 

The Numeracy Counts legislation passed in 2024 sets an ambitious vision for mathematics proficiency in Kentucky. The program vision is to ensure all students achieve math proficiency by adopting high-quality, evidence-based instructional resources aligned to state math standards. Here's what’s pending: 

• The Kentucky Department of Education (KDE) plans to establish grants for local school districts emphasizing grades 4-8. Funding will support the implementation of approved resources and professional learning.
• KDE aims to award grants by September 1, 2025, pending final funding approvals. 

Districts should follow KDE updates closely and explore high-quality math instructional resources to align with potential grant requirements. 

Next Steps 

2025 promises many opportunities for schools to access funding that supports literacy development, tutoring, and innovative learning strategies. By staying informed and proactive, districts can position themselves to secure funds and make a meaningful impact on student outcomes. Preparing for these grants requires foresight, collaboration, and a focus on evidence-based practices. Many states provide open office hours, webinars, and other resources to support applicants. Here are some steps to get started:

• Monitor State Announcements: Stay connected with your state’s education department for RFAs and application timelines updates.
• Identify Needs: Conduct a needs assessment to determine how these grants align with your district’s goals.
• Gather Stakeholders: Engage teachers, administrators, and community partners in brainstorming innovative program ideas.
• Start Drafting: Begin drafting proposals that align with state priorities, focusing on measurable outcomes and scalability. 

The FY2024 grant cycle prioritizes evidence-based practices designed to provide explicit intervention and support in reading and writing for children from birth through grade 12. States awarded funds are required to subgrant at least 95% of the funds through a competitive process. Priority must be given to LEAs serving low-income and high-need students in diverse geographic areas.  

The CLSD grant represents a significant investment in literacy development, focusing on equity and evidence-based practices. Whether you're a state leader or an LEA, this grant offers a transformative opportunity to enhance literacy outcomes and support the next generation of learners. Here's an overview of the latest updates and opportunities in the CLSD grant’s FY2024 application cycle. 

Who Will Benefit? 

The funding structure ensures comprehensive support across all grade levels: 

• 15% of funds: Reserved for birth-to-kindergarten entry programs, focusing on early childhood educators and professional development.
• 85% of funds split evenly between:
  • Grades K-5: Supporting professional development and explicit intervention for students whose literacy skills are below grade level.
  • Grades 6-12: Targeting similar literacy improvements through intensive and supplemental interventions. 

The following states and territories received awards: Alaska, California, Colorado, District of Columbia, Hawai’i, Iowa, Kentucky, Louisiana, Massachusetts, Maryland, Missouri, Montana, North Dakota, Nebraska, New Jersey, New Mexico, Ohio, Oklahoma, Oregon, Rhode Island, South Dakota, Tennessee, and Virginia. 

What Will Be Funded? 

While states will customize their grant requirements to align with local needs, the federal guidelines provide clear direction: 

• Birth-to-Kindergarten Subgrants: Emphasis on high-quality professional development for early childhood educators.
• K-12 Subgrants: Focused on professional development and structured interventions in reading and writing to support struggling learners. 

State Highlights: Early Application Information 

Kentucky is the first state to open an RFA for its FY25 Kentucky Comprehensive Literacy (KyCL) Grant, with applications due December 18, 2024. 

• Focus: Tier 1 instruction with optional Tier 2 and Tier 3 activities.
• Funding: 40 districts will receive between $1,065,000 and $1,560,000 over five years, based on district size.
• Eligibility: Funds may be used for high-quality instructional resources (HQIRs) to implement structured literacy interventions.
• Tier 1 HQIRs must be rated green on EdReports.
• For Tier 3, resources listed on the Academic Intervention Tools Chart with strong effectiveness ratings are recommended. 

 Other emerging details on state applications: 

• California has announced that its application process will not open until July 2025 and will only be open to county offices of education (COEs).
• Louisiana announced it will award funding to schools and systems through a competitive grant process beginning this school year. The first round of funding will be for the 2025-2026 school year. School and system leaders can stay up-to-date on opportunities to apply for competitive funding through the LDOE Weekly Newsletter.  
• Ohio has announced that its K-12 application will open in early 2025. The subgrant application processes will take place separately later in 2025. 

Opportunities and Challenges for States 

States with prior CLSD experience, such as Kentucky and California, may be better positioned to roll out programs effectively and provide clear district guidance. New awardees can look to these experienced states for best practices in program implementation and resource alignment. 

As winter approaches and states release their grant applications, districts should start preparing now. Review the application abstracts and your state’s literacy plan and goals. Identifying literacy support gaps and aligning instructional resource needs to state literacy goals will be critical to securing funding.

Additional Resources and Support 

Edmentum is dedicated to equipping educators with proven, research-based tools and services that deliver measurable growth and help close literacy gaps. Edmentum programs align seamlessly with CLSD grant priorities, providing targeted interventions and progress monitoring to help students achieve their fullest potential Learn more about how Edmentum can support your literacy initiatives. 

To further support your literacy goals, explore our free Science of Reading Toolkit—a comprehensive resource to help you implement evidence-based practices that align with state literacy priorities and improve outcomes for every learner. 

Additional benefits of reading aloud to children include modeling fluent reading, fostering emotional growth, strengthening vocabulary, and improving listening comprehension skills. Reading aloud to children is essential to teachers and speech and language therapists because  it has been shown to improve phonological awareness. Phonological awareness is the ability to hear, identify, manipulate, and substitute phonemes—the smallest units of sound that can differentiate meaning—in spoken words, which provides the foundation for learning how to read and serves as a good indicator of future reading ability.

Here are a few of our favorite books for kindergarteners and first graders (and beyond) for helping you and your young learners experience the benefits of reading aloud while practicing phonological awareness skills. The books are organized in a progression from basic to most complex phonological awareness skills.

Sheep in a Jeep by Nancy E. Shaw (ages 4-7)

Five sheep take a ride in their red Jeep. What follows is a wild tale that describes their misadventure.

Sheep in a Jeep is full of rhyming words. Rhyming is a great way to get children repeating sounds and patterns, establishing a foundation for crucial literacy development. Difficulty with rhyming can also be an early indicator of reading challenges like dyslexia.  

As this book is read aloud, children can identify words they hear that rhyme and even begin to predict words that might come next, making it an interactive experience.

Clara Caterpillar by Pamela Duncan Edwards (ages 3-6)

Clara Caterpillar emerges from her egg, finds some new friends, and begins her adventure through the life cycle from egg to caterpillar to pupa to butterfly.

Clara Caterpillar is full of alliteration. Alliteration is when words have the same sound at the beginning. Think tongue twisters like, “Sally sells seashells by the seashore,” where the /s/ sound is repeated at the beginning of each word. As the book is read aloud, children can find the alliteration pattern (the /c/ sound) and the words that fit the pattern. Alliteration, or hearing the initial sound of words, is an important building block in learning to read.

The Word Collector by Peter H. Reynolds (ages 3-5)

Jerome collects words—all kinds of words. He collects short words, two-syllable words, and multisyllabic words. Jerome learns that words are powerful and even better when shared with others.

The Word Collector is perfect to support learning about syllables. Syllables are word parts that have one vowel sound. While reading the book aloud, children can practice determining how many syllables are in the words Jerome collects. Children can clap or tap their finger on their palm as they say the word to determine how many syllables a word has. Parents and teachers can help children connect each clap/tap with a vowel sound. The division of words into syllables helps students with fluency by making it easier to decode words, which is also important for spelling and a key skill for beginning readers.

Don’t Be Silly, Mrs. Millie! by Judy Cox (ages 4-6)

Mrs. Millie says some silly things to her class. She tells her students to sit on the “bug” instead of the “rug.” She instructs them to put on their “goats” instead of their “coats.”

Don’t Be Silly, Mrs. Millie! is a perfect way to practice phoneme manipulation. Phonemes are the smallest unit of sound that carries meaning. The word “pat” includes the phonemes /p/, short /a/, and /t/. Phonological awareness includes changing, or manipulating, phonemes within a word (adding, deleting, or substitution). While reading, children can identify how the words changed by phonemic manipulation. For example, Mrs. Millie changed the /r/ phoneme in “rug” to /b/ to make the word “bug.” A child’s ability to hear and manipulate phonemes in words is a vital step toward being ready to learn to read.

Reading aloud is a powerful way to build foundational reading skills in young children. The books in this article not only entertain but also create valuable opportunities to strengthen phonological awareness, an essential component of learning to read. Phonological awareness—the ability to recognize and work with sounds in spoken language—plays a key role in setting up children for reading success.

Exact Path can help support these early literacy skills in a structured, research-based way in your classroom. Exact Path provides phonological awareness activities that adapt to all students’ needs, reinforcing what they’re learning in class and making sure that they build skills sequentially. Gain insights on the progress of all children, helping them focus on skills that will have the most impact. By aligning with the science of reading, Exact Path complements classroom read-alouds and keeps reading development on track, supporting both state expectations and each child’s journey toward becoming a confident reader. Learn more about Exact Path’s evidence-based approach to reading instruction.

Check out our free Science of Reading Toolkit, which is full of valuable articles and resources to help you support a strong, evidence-based foundation for literacy aligned with the science of reading. 

The UAE School Inspection Framework is designed to ensure that schools meet the United Arab Emirates’ rigorous education standards and promote continuous school improvement. With schools serving a diverse student body, including a high proportion of multilingual learners (MLLs), it’s crucial to adopt assessments that not only track academic performance but also recognize the progress that students are making in acquiring English-language skills.

The benchmarking framework for UAE schools highlights key areas, such as aligning assessments with the national standards, using data-driven insights to guide instruction, and ensuring that MLLs are supported through tailored interventions. The following section lists the essential components of the UAE benchmarking framework and shows how it supports effective school evaluation and improvement:

Key Areas of Focus in the UAE School Inspection Framework

1. Alignment with UAE School Inspection Standards: Schools must ensure that internationally recognized assessments like NWEA MAP Growth, ACER, and CAT4 assessments are aligned with the UAE's inspection criteria, focusing on both student progress and attainment.
2. Inclusion of Diverse Learners: MLLs are a significant part of the student population in the UAE. It’s vital that schools track their language-acquisition progress and academic achievements concurrently.
3. Use of Data to Inform Instruction: Teachers and school leaders need to translate benchmarking data into actionable insights that drive curriculum decisions, instruction, and interventions.
4. Professional Development for Staff: Schools should provide ongoing training for teachers to interpret data effectively, especially when implementing targeted interventions for diverse learners.
5. Reporting to Stakeholders: Sharing data-driven insights with parents, school leaders, and regulatory authorities ensures transparency and continuous improvement aligned with inspection standards.

Using Exact Path to Support UAE Benchmarking Practices

Exact Path plays a critical role in supporting schools to meet the UAE School Inspection Framework’s requirements. Through its adaptive, data-driven features, Exact Path allows for:

• Personalized Learning: Exact Path creates individualized learning pathways for students based on NWEA MAP Growth and other assessments.
• Continuous Progress Tracking: Exact Path’s real-time insights allow educators to track both academic progress and language acquisition for MLLs.
• Targeted Interventions: Teachers can quickly identify gaps in learning and apply targeted interventions, particularly for MLLs who may require additional language support.

UAE School Inspection Framework (SIF) Checklist for Benchmarking

How Exact Path Supports UAE Benchmarking Practices:

• Personalized Learning Pathways: Exact Path enables individualized learning pathways that support students' unique academic needs, ensuring alignment with progress benchmarks and helping MLLs close achievement gaps.
• Real-Time Data Insights: The platform provides continuous progress tracking, which assists teachers in making data-informed decisions and meeting UAE School Inspection Framework standards.
• Targeted Interventions: By using the data from NWEA MAP Growth assessments and Exact Path, educators can deliver targeted interventions, especially for MLLs, helping them progress in both language and academic content.

To continue reading:

• Benchmarking Frameworks for International Schools in the UAE and KSA: A Strategic Approach to Effective Benchmarking: Benchmarking is key to raising education quality in UAE and KSA. This article explores digital tools like Edmentum’s Exact Path for personalized learning and closing achievement gaps.

About the Author

Chassie Selouane, the vice chairperson of the board of governors of Copperstone Education, is an Indigenous American educational disruptor from North Carolina. She has been an educator for 23 years throughout the U.S. and the MENA region. Chassie is the founder/CEO of Appalachian American Academy Morocco, a virtual American curriculum school in Morocco, and principal at MLS Riyadh. She is the chairperson of the steering committee of the GCC ASCD Connected Community and the chairperson of the steering committee of the Education Experts conference series. She is also an advisory council member of AIELOC and a mentor for GLEAC.

Benchmarking initiatives are critical in education, particularly in international private schools that offer an American or British curriculum. Crucial for the improvement in the quality of education, a quality benchmark can guide schools to focus on the best practices and ultimately lead them to guarantee a better quality of teaching and learning. Several assessment frameworks exist for national and international curricula, which can be used to offer valuable benchmarking opportunities. Benchmarking at private international schools can offer a powerful tool to improve learning outcomes and the quality of education.

Benchmarking can motivate schools for improvement projects, including better governance, teaching and learning, research, administration, and decision-making, therefore leading to success in achieving intended goals and objectives. Effective benchmarking empowers educational institutions to evaluate their administrative services. Depending on the outcome, they can identify areas for further development and thus improve their service offerings by exceeding the expectations of students in international schools. Collaboration, as one of the elements of benchmarking, involves schools working effectively and efficiently together. However, collaboration may have several concepts, including elements of accountability, competitive objectives, shared resources and information, vision, and collegial support to promote team and teacher development, which would be most relevant to describing collaboration in the context of benchmarking. The market of international schools is entering a period of unprecedented globalization in education, and new global assessments are likely to be influential in terms of the nature of educational provision. If individual schools are to maintain high-quality educational provision and student achievement, especially in institutions within an international setting, international and national benchmarking will provide potential tools seeking possible solutions.

In today’s educational landscape, especially within the rapidly developing MENA region, benchmarking plays a pivotal role in ensuring that schools align with global standards and cater to their unique student populations. This series of articles will introduce two specific benchmarking frameworks that have been tailored for international schools in the United Arab Emirates (UAE) and the Kingdom Saudi Arabia (KSA). These frameworks were designed by Dr. Chassie Selouane and are in line with the UAE School Inspection Framework and Saudi Arabia’s Vision 2030 education goals, with an emphasis on leveraging digital tools like Edmentum Exact Path to enhance educational outcomes.

The Role of Digital Tools in Enhancing Educational Outcomes

The attention to digital tools in the learning process is growing fast in view of their effects on educational outputs in various settings. The use of digital tools in education is omnipresent. They are widely integrated into educations processes to accompany and support effective and appropriate assessment procedures that contribute to diagnosing learning outcomes of individuals. The affordances of digital tools have been discussed across vivid regular debates, which include but are not limited to the consequences of integrating them in educational settings. This starts from promoting learner-centered environments that provide experiences tailored to suit the needs and interests of individual students—promoting student engagement, enthusiasm, and motivation by enhancing the learning activities and promoting students' active participation—to improve and make learning and teaching resources and tools engaging, appealing, portable, applicable, traceable, and easily accessible.

Consequently, integrating such digital resources in educational settings has a considerable impact on improving the effectiveness of available mechanisms of assessment and evaluation, including improving the efficiency, construct validity, and reliability of tests and instruments of assessment, aligning well with learning objectives and providing meaningful feedback to students about their performance. The integration and leverage of digital resources in educational systems and processes are often based on successful implementation strategies that require crosscutting collaboration from all stakeholders, including content developers, ministry experts, teachers, students, and informatics specialists, in order to develop and use the tools. All educational institutions need to consider adopting policies, capacity building, and training programs for educational content developers, as well as buying and generating electronic equipment and software in order to shift from face-to-face to digital exams.

However, it is important to note that this digital shift in assessments is a global tendency; therefore, societies and countries need policies and resources to invest in overcoming the challenge of promoting active engagement with open and flexible online items, ensuring equitable access for all students regardless of their level of poverty and avoiding technical problems such as loss of connectivity, data privacy, and device access. Certainly, the shift to digital exams requires enormous investment in infrastructure. Children are among the most important human resources employed in the digital transformation process, and their education is directly linked to their future careers that will require a package of 4Cs: creativity, critical thinking, collaboration, and competencies in the digital realm. However, not all countries and societies are capable of delivering these competencies equally, as digital access and digital literacy can be challenging in many cases, and digital tools are part and parcel of the learning processes in many educational curricula. Digital learning apps have been picked up as a focal point of several governmental initiatives as part of national investments in infrastructure.

Case Study: Exact Path

Exact Path is one of the digital platforms developed and offered by Edmentum. It is designed to help students advance and close gaps in learning in grades four to eight by predicting outcomes for teachers and delivering individualized learning paths based on assessments. Exact Path can be used as a tool for identification and support of multilingual learners (MLLs) in terms of the academic language of the students. The Exact Path adaptive assessments are designed to quantify a student's growth in the knowledge and skills underpinning mathematics, reading, and language arts. As students advance through the assessment, results are used to develop personalized learning paths that are based on individual student performance data. Learners have taken millions of assessments, and on average, students improve one grade level of performance in targeted areas in at least six weeks. Additionally, students who answer English-language items are typically able to advance one proficiency level on standardized tests for MLL development in one school year. Through the administration of individualized learning paths, the precise summative assessments become formative as the site progresses.

In addition to academic gearing and potential progress, an emphasis is placed on student work with the platform as potentially experiential for educators and MLLs. Four primary outcomes are hypothesized for students using Exact Path, three of which are for academic achievement: to increase educational attainment in mathematics, close gaps in learning, and increase progress within a specific year. The fourth outcome is of an affective nature, looking at student "experience" with the platform rather than the learning content per se, to impact motivation and well-being in language learning. Exact Path intentionally aligns with research on personalized learning and language-learning motivation. A balancing act is required to promote learning outcomes for students, while content and item writing must be geared, yet still present language development in challenging and motivating ways. In terms of its prototype, qualitative feedback shows that the platform is motivational, a good indicator of a more positive impact on student engagement.

To continue reading:

• Benchmarking Framework for International Schools in the UAE: Using the UAE School Inspection Framework: Discover how the UAE School Inspection Framework elevates international school standards through aligned assessments, MLL support, and personalized tools like Exact Path.

About the Author

Chassie Selouane, the vice chairperson of the board of governors of Copperstone Education, is an Indigenous American educational disruptor from North Carolina. She has been an educator for 23 years throughout the U.S. and the MENA region. Chassie is the founder/CEO of Appalachian American Academy Morocco, a virtual American curriculum school in Morocco, and principal at MLS Riyadh. She is the chairperson of the steering committee of the GCC ASCD Connected Community and the chairperson of the steering committee of the Education Experts conference series. She is also an advisory council member of AIELOC and a mentor for GLEAC.

Winter Break Writing Prompts

We know how important it is to keep your students engaged over winter break. With this in mind, we wanted to help busy educators by creating a fun and meaningful way to keep students writing while they are out of school.  

These simple winter-themed writing prompts can help you give your students something creative to work on over the holiday season and keep their writing skills sharp. 
 

Winter Solstice Classroom Resources

The winter solstice is the perfect way to blend science and the official start of the coziest season of the year. The free Winter Solstice Toolkit from Edmentum offers a variety of resources to help you do just that, including an age-appropriate poster, fact sheets, and critical thinking tasks specifically created to educate your pre-K through 6th grade students. 

Consider sharing these fun facts with your class:

1. The word solstice comes from the Latin words for “sun” and “to stand still.”
2. The winter solstice occurs at a specific time of day. This year winter officially begins at 11:45 PM EST.
3. During the winter solstice, the Northern Hemisphere is pointed at its furthest distance from the sun, bringing less light and colder temperatures.
4. The winter solstice marks the shortest day of the year—meaning the day with the least amount of daylight hours.
5. After the solstice occurs, days grow longer north of the equator. This movement culminates on the longest day of the year, the summer solstice (usually falling between June 20 to 22).
6. Meteorologists consider December 1st the start of winter and March 1st the start of meteorological spring. That’s because December, January, and February are the coldest months of the year.

Edmentum Bingo – Winter Edition

We created a winter version of our bingo cards for you to share with your students and have some fun over the winter break. These bingo cards are perfect for printing and playing or sharing on your favorite social media platforms. 
 

The Edmentum Brain Game

Who doesn’t love a family game night over the holidays? The Edmentum Brain Game is a fun, descriptive game that puts an interactive twist on flashcard review by challenging players to describe terms with a partner or group. 

There are multiple ways to play the game, so put your own spin on the rules to fit the needs of your students. Keep an eye out during the rest of the school year for more fun themed packs to add to your collection. Visit the game’s website for the full list of card packs and rules. 
 

Winter Holiday Classroom Resources

Celebrate in the classroom or at home with free winter holiday topical resources from Edmentum. This resource packet includes fact sheets, activities, a poster, and critical thinking questions so that you and your class can explore the history and significance of different holidays and discuss the traditions we observe today. 
 

Edmentum Gratitude Cards

Include a punny printable or virtually shareable gratitude card when you send out your holiday greetings! These quick and fun cards are full of clever and creative sayings that will make anyone who receives them know that they are appreciated. 

  
Start sharing ‘thank you’s to your fellow teachers, admins, students, or anyone you want to today. 
 

Encourage Reading During Winter Break

It would be ideal if students can use their free time during the winter holidays cozying up with a book. But the reality is that many will spend their time with their eyes fixed on a video game, a television, or staring at the screen of a smartphone, tablet, or laptop in the car as their parents drive to visit out-of-town relatives. 

Keep your students’ reading momentum going by implementing these tips on encouraging students to read at every grade level.

This blog was originally published November 2020 and has been updated.

Golden State Pathways Program

In support of this initiative, California has allocated $470 million to 302 school districts, charter schools, and county offices of education to fund the Golden State Pathways Program (GSSP). This program aims to ensure that students can "advance seamlessly from high school to college and career," ultimately developing a workforce equipped to support economic growth. Of the total funding, $422 million was awarded to expand the implementation of existing college and career pathways, while the remaining $48 million will support schools planning new pathways in partnership with higher education institutions and other community partners.

For district leaders, these developments present a significant opportunity to enhance the educational landscape and better prepare students for future careers. One effective way to support the Golden State Pathways Program is by utilizing Edmentum's California CTE courses and specialized career pathways. With 39 California-specific career pathways, you can find alignment with GSSP's goal to promote pathways in technology, health care, education, and climate-related fields. Our flexible curricula empower educators with tools to deepen content knowledge and provide more hands-on time in the classroom.

Preparing for 2025–26: Ethnic Studies Requirement

Starting in the 2025–26 academic year, California public high schools will be required by law to teach ethnic studies, and students in the class of 2030 will need to pass a course on the subject to graduate. This mandate follows a law enacted in 2021 and aligns with the state's adoption of an Ethnic Studies Model Curriculum, which emphasizes the contributions of Asian, Black, Latino, and Native Americans in U.S. history. However, educators are not required to obtain a specific credential to teach this discipline, which may present challenges in ensuring that the curriculum is effectively and accurately taught. To address this, the state set aside $50 million for schools serving grades 9 to 12 to create or expand ethnic studies course offerings, including curriculum and instructional resources and professional development.

For ethnic studies course options, explore our new California Ethnic Studies course:

• California Ethnic Studies

For more information regarding these topics, you can find some of recent news stories below:

• California eyes master plan to transform career ed
• California releases $470 million to put students on track for college and career
• Soon, California educators must teach ethnic studies. UC Berkeley is helping them prepare. 

Changes to Attendance Recovery and Funding:

Attendance recovery programming 2025–26SY

Starting in the 2025–26 school year, schools will have more flexibility and oversight in their attendance recovery programs. SB 153, signed into law in 2024, introduced new regulations and flexibilities for how schools can implement these programs. Currently, schools in California receive funding based on average student attendance. To mitigate the financial impact of absenteeism, the state has historically allowed schools to recover up to five days of lost learning per student through expanded learning time on weekends.

Beginning in the 2025–26 school year, California will expand this attendance recovery program, allowing schools to recover up to 10 days of attendance per student. Schools will also have the flexibility to offer attendance recovery programs before and after school, during holiday breaks, and on weekends.

The California Department of Education (CDE) will soon issue additional guidance. To learn more, check out CDE's accounting guidance, which was released earlier this year.

Looking ahead: Changes to funding formula

Currently, California is one of seven states that funds schools based on average daily attendance rather than total enrollment. This may change in the coming years, as Governor Newsom signed SB 98 in September 2024, which requires the Legislative Analyst's Office to study the potential effects of shifting to an enrollment-based funding formula and report back to the legislature by January 1, 2026. This report is only the first step toward informing potential legislation, meaning that any changes to the funding formula are still a few years away. With absenteeism rising both in California and nationwide, shifting away from attendance-based funding could significantly impact school budgets, potentially making funding more equitable.

For more information regarding these topics, you can find some recent news stories below:

• Trailer Bill Impacts: Attendance Recovery
• California Bill That Could Change School Funding Awaits Governor's Signature

Supporting Success for All California Students

Edmentum is committed to helping district leaders navigate these exciting changes and preparing students for a dynamic future. Together, we can shape an education system that equips every student with the skills and knowledge that are needed to thrive in the 21st century. 

Our comprehensive resources and innovative programs are designed to help districts implement the latest educational initiatives effectively. By partnering with Edmentum, you can ensure that your students receive the best possible education to prepare for college and career success. 
 

In this context, now is an opportune time for schools and districts to assess their college and career programs. Digital solutions provide educators with powerful tools to support students’ pathways to success, including high school diplomas, SAT and ACT test prep, and career-ready certifications. Here are some key components to consider when ensuring that your students are fully supported in their college- and career-readiness journeys.

Help Students Earn a High School Diploma or Equivalency

Supporting students in earning a high school diploma is essential to long-term academic and career success. When students struggle to meet these requirements and need credit recovery options to stay on track for graduation or seek alternative pathways, schools must offer flexible and accessible programs to address their needs. Blended and online learning environments can be transformative in helping students meet graduation requirements. Programs like EdOptions Academy allow schools to offer accredited high school diploma options that fit students’ individual schedules and needs, helping them overcome barriers and stay focused on their goals.

Adult learners often face different challenges as they return to schooling to complete their equivalency while balancing work or family responsibilities. Test-prep courses deliver targeted learning to prepare students and adult learners for exams like the GED and HiSET, enabling them to pursue postsecondary opportunities. 

Schools can open doors to further education and career opportunities for high school students and adult learners by providing additional resources and learning opportunities to help them attain a diploma or its equivalent.

Prepare Students for SAT and ACT Success

For college-bound students, SAT or ACT scores are a big piece of the puzzle when it comes to admissions. These tests can seem intimidating, but with the right tools and preparation, you can help students feel confident when test day arrives. In many states, the SAT or ACT test is not just a college entrance exam but also serves as a graduation requirement, a state standardized test, or a component of accountability measures. Ensuring that students are well-prepared for these exams is critical for meeting state benchmarks and helping students compete for college admissions.

By utilizing data-driven, personalized learning resources, districts can ensure that students master the necessary skills well before taking these high-stakes exams. Tools like College-Readiness Tutorials and SAT and ACT test-prep courses support educators in delivering targeted instruction for the areas where students need the most help, ensuring that they can meet state benchmarks and feel confident about their future academic success. 

For adult learners returning to school after a break, tackling standardized tests might be one of the first challenges they face. With Tailored Tutorials for Adult Learners, schools can help students refresh essential skills, whether they need to review math skills or improve reading comprehension.

Bonus: Here are 5 Tips to Help Students Through College Entrance Exams

Explore Career and Technical Education (CTE)

As college and career readiness becomes a more significant focus, career and technical education (CTE) is emerging as an essential part of high school programs and even in the middle years.  Students benefit greatly from the hands-on training and career-certification opportunities that CTE programs offer. These programs are the bridge that connects the classroom to the real world, providing students with skills that lead directly to employment opportunities in high-demand fields.

Integrating CTE courses into a district’s curricula can provide students with industry-recognized certifications, giving them a competitive advantage in the job market. With a broad range of courses including healthcare and information technology, Edmentum’s career-connected learning courses equips students with the practical skills they need to enter the workforce and succeed in their chosen field. You can utilize our Career & Technical Education Toolkit for more information on enhancing your district’s CTE offerings.

Bonus: Explore 10 CTE Courses Your School Should Offer 

Personalize Learning to Close Gaps and Ensure College and Career Success

Every student’s path to college or a career is unique. Personalized learning can help address individual needs and ensure that students master the skills necessary for their future—whether that’s moving on to higher education or entering the workforce. Personalized learning tools enable educators to deliver targeted instruction that meets all students where they are. Programs that use diagnostic assessments to create individualized learning paths, such as Exact Path, allow educators to intervene when necessary and accelerate learning where students excel. This approach benefits not only K–12 students but also adult learners. By embedding this kind of data-driven instruction into districtwide initiatives, schools can ensure that all students, regardless of their starting point, are mastering the skills they need to succeed after graduation.

Bonus: View 5 Ways to Engage Adult Learners

Support Comprehensive College- and Career-Readiness

For school and district administrators, building robust college- and career-readiness programs is essential for student success. By leveraging Edmentum’s flexible, data-driven solutions, you can offer your students the tools they need to thrive—whether they’re pursuing a college degree or entering the workforce. 

With such diverse offerings as high school diploma programs, SAT and ACT preparation, and career certifications, Edmentum provides the resources that align with your district’s goals and helps ensure that students are prepared for their futures.  

Online, flexible solutions can seamlessly integrate with existing programs, helping schools and districts enhance their college- and career-readiness initiatives. With flexible tools and services designed to support learners of all ages, you can elevate your efforts and be an additional resource to prepare high school students and adult learners for the next steps in their college and career journeys. 

Bonus: Use our Career-Connected Learning Needs Analysis to identify areas for improvement in your school or district and create a more successful program.
 

Who are the coaches behind the service?

Edmentum’s Instructional Coaches are master teachers with deep knowledge of research-based best practices. Each coach has years of professional teaching experience—including virtual instruction—and demonstrates a profound commitment to relationship building and adult learning. Coaches are approachable, attentive, and objective. 

Our Instructional Coaches are specifically trained to elevate intentional and district-aligned pedagogical practices to make sure that new, new-to-you, and veteran teachers are all provided with individualized opportunities to grow and thrive. Through modeling, observations, data analysis, and reflective discussions, our coaches guide meaningful and engaging cycles that build confidence and ultimately impact student growth.  

What are the goals of partnering with a coach?

Goals are personalized and differentiated based on the specific needs of each educator and the district’s outcome needs. At the beginning of a cycle, the teacher and Instructional Coach set goals together. Whether they’re new teachers who need support in lesson design or classroom management or veteran teachers who are tackling new content or feeling burned out, they collaborate and set a schedule every two weeks for moving forward.  

This level of deeply personalized and nonevaluative mentorship allows classroom teachers to truly feel comfortable asking questions and exploring new strategies. Coaches are there through it all, offering feedback and reevaluating goals as cycles progress. Teachers get access not only to this one-to-one coaching but also to monthly cohorts, online community networking, and a robust library of digital resources.  

How do we make sure teachers get what they need?

The key to a successful coaching program is to first earn teacher buy-in. This means not only having willing participants, but also having teachers work alongside someone they trust and who helps them in a way that’s worth their time. When done well, instructional coaching is one of the most powerful strategies for professional development, fostering improvement through regular, personalized feedback and support.  

When teachers participate in our Instructional Coaching program, we work tirelessly to help them get the most out of their experience. But don’t just take our word for it—here's what teachers said in our recent survey:

• “I’ve been doing the same thing for 10 years as a teacher. These [are] great strategies and ideas you’re giving us and we appreciate the coaching time to figure out how to include them in our classrooms.” 
• “Working with an Instructional Coach this year has given me the time and space to reflect and collaborate. The coach allowed me to focus through the challenges I had, focus on the good, and support students better.” 
• “Our students don’t always fit the typical expectations and the PD we’ve received is so helpful and seems to be exactly what we need at the time we need it.” 

What is the time commitment for teachers who participate?

One-to-one coaching cycles take place every two weeks for 30 minutes. During this time, the coach will ask strategic instructional reflection questions, provide advice, and open opportunities for the teacher to grow and reflect. Teachers also participate in a monthly 60-minute cohort of common grade level, content area, and/or state-level teachers to focus on data-driven instruction and holistic teaching practices. 

If teachers have the ability and desire to utilize them, there are also optional resources to leverage, including a monthly 60-minute online networking community with large-group collaboration and workshops, and a catalog of digital training and best practices that allow teachers to create their own body of learning evidence and instructional applications.  

This virtual approach allows teachers to tailor their participation to suit their learning preferences and availability. 

Teachers are at the heart of everything we do, and when teachers feel empowered and supported, students thrive as a result. Learn more about how Edmentum supports teacher capacity through this and other powerful services.

What is dyslexia?

Dyslexia is a common learning disability caused by differences in parts of the brain that process language. Dr. Sally Shaywitz of Yale University postulates that dyslexia is “an unexpected difficulty in reading in an individual who has the intelligence to be a much better reader.” Dyslexia affects about 20 percent of the school age population, and there is a strong connection to other learning difficulties, including dysgraphia (difficulty with writing skills), dyscalculia (difficulty with math skills and numbers), and ADHD (attention-deficit/hyperactivity disorder), increasing the need for early identification. Students with dyslexia struggle with decoding, spelling, and fluent reading. Some early signs of dyslexia include difficulty recognizing rhyming patterns, reading errors that have no connection to the sounds of the letters on the page, trouble sounding out simple words, and inability to associate letters to sounds.

What can teachers do to support students with dyslexia in the classroom?

With the increased usage of universal and dyslexia screeners, more students than ever will be identified as having dyslexia. The science of reading can help these students become successful readers because it is vital that they receive excellent and explicit phonological awareness and phonics instruction. Here are some strategies that teachers can use to support the needs of students with dyslexia:

• hands-on multisensory approaches that involve several senses
• structured practice with immediate feedback
• extra time to complete assignments
• assistance with note-taking
• alternative assessments that focus on student strengths
• assistive technology such as text-to-speech and audiobooks

In addition to these instructional strategies, it is important that teachers focus on what students with dyslexia do well, including in sports and artistic endeavors, helping students define themselves as more than their learning challenges. It is incredibly frustrating for students to struggle with the most basic reading and writing skills while peers are doing well. This sense of failure can lead to anxiety, anger, and depression. Teachers can help by rewarding effort, not just outcomes, and help support students in setting achievable goals. 

How does Exact Path help?

Exact Path is a trusted partner that helps all students, including those with dyslexia. This reliable, National Center on Intensive Intervention (NCII)–rated screener is approved in multiple states as an early literacy and interim solution for identifying reading deficiencies and dyslexia risk factors. With Exact Path, teachers can universally screen for elevated reading and dyslexia risk factors in grades K–3 by administering Exact Path's fluency tasks in combination with the Exact Path reading diagnostic. Exact Path’s progress-monitoring feature allows teachers to monitor, communicate, and target the fundamental literacy needs of students over time to accelerate their journey to reading proficiency. Students are given high-quality, standards-aligned, research-based instruction rooted in the science of reading on their learning paths that is adaptive to their unique needs. Teachers also have access to lesson ideas that support student learning and provide resources to modify the lesson to meet the needs of all students, including multilingual learners (MLs) and advanced learners. Teachers can also assign lessons and practice sessions that support classroom instruction.

This sentiment, shared by Dr. Sheila Quinn, superintendent at Clover School District (CSD) in Clover, South Carolina, encapsulates the “why” behind her district’s commitment to systemwide supports for middle and high school students. We recently had the opportunity both to share new research findings that meet ESSA Tier 2 evidence requirements coming out of the district and to have a conversation with Dr. Quinn on the implementation strategies used. 

In the third-party validated study, our researchers found that students who successfully completed at least one course using Courseware had, on average, 23 percent fewer absences and 33 percent fewer tardies than their peers. The findings indicate that the implementation of Courseware, which combines flexible scheduling and thoughtful program design, offers educators an impactful strategy to improve student engagement and attendance. 

To provide valuable insights into CSD’s implementation of Courseware in relation to response to intervention (RTI), let’s unpack the program design as outlined in Dr. Quinn’s own words. 

Tier 1: Core Instruction Supplemented by a Flexible Implementation 

Dr. Quinn: When you have 2,750 students in a high school, you have scheduling conflicts all the time. So, we offer an iSchool lab where students can go into the lab and take any course through their Edmentum platform that they need to fit their schedule. We use the initial credit courses in grades 8 through 12 because we offer high school credit courses in grade 8.  We take advantage of the full battery of courses from the Edmentum catalog. Students take courses to get ahead or courses they need to graduate. Sometimes, those courses are happening off campus; sometimes, they're happening on campus in our iSchool lab. This has worked as our tier 1 system, and it has been very, very successful. 

Tier 2: Focused Concept Recovery for High School Credits 

Dr. Quinn: Some students attempt a course in the traditional classroom, but they are not successful.  Our students who are 10 percentage points from passing the course at the end of it are allowed to go into the Edmentum courseware to reengage with the content. Teachers assign students the units they failed in the class the first time, and they're able to recover that credit. This opportunity is provided in semester one, semester two, and through the summer. It has been extremely helpful with those students who are just a little bit behind. 

Tier 3: Condensed-Credit Recovery Time 

Dr. Quinn: What [educators] noticed is that students who were significantly behind—maybe they were not attending school regularly or maybe they were accumulating a lot of zeros by the end of the first quarter—their grades were already so low that they were not going to make the tier 2 intervention for credit recovery. So, [educators at] the high school removed those students from the traditional setting because they were so far behind and put them into the Response to Intervention (RTI) lab. These students were placed into the proficiency-based platform Edmentum has [Courseware] to redo those parts of the units and things that they didn't do well on the first time. The teacher in the classroom didn’t have to try to go back and figure that out because we had Courseware to help us solve that. So, we were able to reengage students that way. 

To increase student success, we provided tutoring support from our interventionists in the lab with them. The RTI lab is equipped with a math and a reading interventionist and a coach facilitator who has the kind of accountability personality that helps kids stay on track. We also have teachers from the other core content areas, science and social studies, who come in during their planning period. So, if [students] got to a place where they were stuck, they had that face-to-face help as well. 

Foundational Skill Repair for High School Students 

Dr. Quinn: This year, we've really refined [foundational skill repair] even more because we've got Exact Path going as well. We have diagnostic data so that we can anticipate if a student is going to struggle with the next unit because, based on what we see in Exact Path, they don’t have the prerequisite skills. So, we're using Exact Path to do some tutoring with kids before they meet a particular unit that they're going to struggle with, and that has added another layer of support we're able to do in that RTI lab.

Bridging Transitions for Rising 9th Graders 

Dr. Quinn: This school year, we also took a closer look at how to address our 8th grade students who failed all four core subjects and matriculated to 9th grade by attending summer school to pass.  We anticipated that they were going to struggle in 9th grade with several skill deficits. So, we started a group of students in the RTI lab with the interventionists and teacher one-to-one support. There are only six or seven 9th graders in this category in that lab at our 9th grade campus. Every single day, the student support team meets to examine the results these students are producing in Courseware. If they are not successful, tutoring is provided immediately.  If they're absent that day, the principal or assistant principal calls home to encourage them to come back tomorrow and let them know we'll be there waiting for them. This format is providing students with individualized attention, which helps us meet our personalized learning goal. 

Beyond the Tiers: Flexible and Alternative Virtual Options 

Dr. Quinn: The last bucket is our virtual school, Clover Virtual Academy, and Blue Eagle Academy Alternative School. Those programs use EdOptions Academy.  EdOptions is working fairly well at Clover Virtual Academy because these are students who are choosing to be purely online and they're more equipped virtual learners. In the alternative school, we've had to balance some EdOptions [Academy] and some Edmentum platform [Courseware] where our teachers are the teacher of record. We've developed an MTSS [multi-tiered system of supports] model to support students in those programs. When we moved to the EdOptions platform, we cut a million dollars from our budget because we were able to utilize the resources there in a different way. That has been a huge benefit. 

Academic Outcomes and Graduation Success Adds Up 

Dr. Quinn: We’ve been able to track our data over the course of the last two to three years, and it has been amazing to see the progress. Before, when we didn’t have this system in place as tightly, we did OK. We had 88 percent of our 9th graders who were matriculating out of 9th grade with six credits. Still, that is 12 percent of your kids who are going to be 9th grade repeaters. Since implementing this model last year, we had 96 percent of our 9th grade students finish the year on track. If you can get them out of the 9th grade, you can almost always get them to graduation. 

Again, before we had this system in place, we had a good graduation rate of 92 percent, but we couldn’t crack the performance level of other elite high schools in our state. Since we’ve implemented this system last year, our graduation rate hit the highest of any traditional high school in South Carolina. We achieved a 96.6 percent graduation rate. 

When you develop a system and your people buy into it, and they can implement it with fidelity, you start to see consistent performance across the metrics you’re trying to move. We’re trying to be a results-driven district [with a] results-driven culture.  Therefore, we do track our data, and we set high goals.  Having a product that allows you to do these things consistently is certainly beneficial. 

More recent teacher shortages have only compounded the need to wrap our arms around the existing teacher workforce. We know that the strain on schools and districts has resulted in increased class sizes, an over-reliance on long-term substitutes, and more emergency- and alternative-certification programs.  

So, how do we leverage creative staffing strategies that supplement, not supplant, the efforts of our brick-and-mortar classroom teachers? Consider four strategies and Edmentum program options that could help you target your needs regarding expanding capacity. 

1. Offer development beyond one-size-fits-all PD

Does “meet them where they are ready to learn” sound familiar? Well, it applies to teachers too. Similarly to how students benefit from both on-grade-level direct instruction and personalized, targeted differentiation to meet their unique needs, educators deserve professional development (PD) that provides the same approach.  

Recent data regarding teacher turnover and satisfaction points to the potential benefits of personalized PD as well. According to a Chalkbeat analysis of data from eight states, the 2021–22 school year turnover was at the highest point in at least five years—typically around two percentage points greater than before the pandemic. With more educators leaving their schools, or even the profession altogether, districts must often turn to less-experienced staff. More encouraging data from a June 2024 Tyton Partners survey of K–12 teachers points to maintaining the health of school culture and community as a top factor motivating teachers to stay at their current school. With all this in mind, look for opportunities to develop teacher-mentor programs, cohorts for ongoing learning, and targeted support options that both help educators form and foster deeper staff connections. 

Edmentum offers a virtual service named Instructional Coaching that provides goal-oriented, district-aligned, and (perhaps most importantly) nonevaluative opportunities for educator growth and success. Our virtual Instructional Coaches, who are master teachers in their own right, partner with brick-and-mortar teachers to model best practices, observe instruction, analyze data, and lead reflective discussions. We can help close gaps with newer or emergency-credentialed teachers, help veteran teachers adapt or reconnect with their passion, and even help “new to you” teachers align with instructional expectations. 

2. Support teachers as they implement research-proven strategies

By now, we’ve all seen data that remind us that learning gaps persist far beyond the height of the pandemic. Importantly, though, a December 2023 article from District Administration looking at 2024 educational practices, cited evidence that strategies like high-dosage tutoring, summer school programs, and double-dose core class periods work. Add to those practices the cornerstone of elevating educational quality, which is strengthening the student-teacher relationship, and there is a recipe for successful academic recovery.  

But what happens when the new teachers in your building lack the experience to confidently deliver regular, targeted differentiation? Maybe they’re still grasping the core curriculum, scope and sequence expectations, and classroom management, and they haven’t yet built the skills to navigate students’ deepest off-grade-level needs and academic gaps. Or maybe your school building has dedicated systems and intervention time in place but not enough subject-matter experts to staff and support focused, small-group instruction? Whether either of these scenarios sounds familiar, it doesn’t have to mean game over. Consider how creative virtual staffing options can push in to your regular bell schedule and augment the grade-level instruction that students are already receiving.  

Edmentum offers a virtual intervention service called Targeted Skills Instruction. This customizable service is founded on high-impact best practices but is even more robust—combining our ESSA-aligned curricula, educator expertise, virtual learning space, and consultative support. Small-group sessions led by a qualified educator focus on students’ most essential academic needs and a combination of valid, reliable diagnostic assessments and progress monitoring guide each step of this data-driven instructional option. 

3. Add a teaching partner to alleviate the instructional load

Do the existing teachers in your district asked to teach more classes than ever before? Do your teachers often have a record-breaking student load as well? What if your educators’ expertise could be supplemented by a virtual teaching partner who covers specific class periods or elements of your curriculum, allowing your district staff time and space to show up for their students in all the ways that count. Consider how the use of technology and strong virtual teaching practices can help you stretch your existing staff further. 

Edmentum can help you in keeping students in the building while delivering virtual instruction aligned to your bell schedule. We call this service Enhanced Virtual Learning, and it leverages our EdOptions Academy state-certified teachers who utilize our award-winning digital curricula and the support of your own district staff to create a customized program for live, synchronous virtual instruction across a building or an entire district. 

Recently, the Mount Desert Islander published this story of one such implementation at Mount Desert Elementary School in Northeast Harbor, Maine. The school is utilizing a combination of live virtual sessions from Edmentum with in-person labs and field experiences led by a brick-and-mortar teacher to help 7th and 8th graders earn their science credit without sacrificing course quality. The school has leveraged its own staff where it counts and “borrowed” teaching support from Edmentum where it’s needed. 

4. Dial back extra work, including grading

A 2022 nationally representative survey from the EdWeek Research Center found that a typical teacher works a median of 54 hours per week. Just 46 percent of that time is spent teaching. The findings go on to show that teachers spend a median of five hours per week grading and providing feedback on student work. That time can quickly take its toll on teacher burnout throughout the academic year.  

Still, we know the value of immediate high-quality feedback on student learning. A 2023 Education Week article points to emerging research from several studies on developing quality feedback, which calls out the following:   

• Comments should be specific and include examples 
• Commentary should tie directly back to learning goals and assignment criteria 
• Feedback should speak to what students should do or think about going forward 
• A positive class culture around receiving feedback is essential 

It’s no surprise then that this level of feedback takes time and intentionality to do right. Rather than expecting your classroom teachers to carry the entire load, consider how Edmentum’s Grading Service can help. Maximize teacher talent and instructional time by utilizing Edmentum’s virtual Grading Assistants and their pedagogical expertise to lend teachers a second set of professional eyes and to provide high-quality, personalized, and specific feedback to students within 48 business hours. 

Our nation’s teaching workforce is experiencing tremendous change with more new teachers, alternative-certification teachers, and overtaxed teachers being pushed to their limits. It’s time to find creative solutions to help these professionals develop and grow without feeling overextended as they do it. Want to learn more about the capabilities of virtual instruction as an option for creative staffing? Check out our Virtual Instruction Toolkit. 

Benchmarking plays a vital role in evaluating the educational performance of international schools, especially as they strive to meet global standards and cater to a diverse student body. In the Middle East and North Africa (MENA) region, where international schools are growing rapidly, benchmarking serves as a critical tool for measuring both academic achievement and operational effectiveness. However, the context in this region—comprising a majority of expatriate students, many of whom are  multilingual learners (MLL)—poses unique challenges.

As schools increasingly adopt internationally recognized benchmark assessments— such as the NWEA®  MAP® Growth™, ACER International Benchmark Tests (IBT) , and Cognitive Ability Test (CAT4) assessments—understanding how to use these tools effectively in a culturally and linguistically diverse environment becomes crucial. This article explores the challenges that international schools in the MENA region face in utilizing these assessments, addressing issues related to closing benchmarking gaps;  understanding progress and attainment levels; and comprehending  the role of MLLs  in influencing outcomes, particularly within the  United Arab Emirates  (UAE) School Inspection Framework.

Key Benchmark Assessments and Their Role

In the MENA region, international schools commonly use several key benchmark assessments:

1. NWEA  MAP (Measures of Academic Progress) Growth: The NWEA MAP Growth assessment is a popular adaptive test that measures student performance in mathematics, reading, language usage,  and science. It is widely used to track student growth over time, offering educators real-time data to inform instruction.

2. ACER IBT  (International Benchmark Tests): The Australian Council for Educational Research (ACER) provides international benchmarking tests that are designed to assess students' skills in areas including English, mathematics, and science. These tests offer comparisons between students in different regions and countries, providing global insights into student performance.

3. CAT4 (Cognitive Abilities Test): CAT4 is a standardized test that assesses students' cognitive abilities rather than subject knowledge. It evaluates verbal, non-verbal , quantitative, and spatial reasoning skills, offering a holistic view of a student's learning potential, which is especially useful in identifying students who may struggle with traditional assessments but possess significant cognitive potential.

These assessments are increasingly being used to guide curriculum decisions, track student progress, and inform school improvement plans. However, integrating these assessments into the MENA educational landscape is not without challenges.

Challenges in Benchmarking Using NWEA MAP Growth,  IBT, and CAT4 in the MENA Context

1. Diverse Educational Backgrounds:  Students in international schools often come from various educational systems, and their prior learning experiences can differ significantly. NWEA MAP Growth, IBT, and CAT4 assessments are often based on Western educational frameworks, which may not align with the students’ prior schooling or curricula, complicating the comparison of results.

2. MLL Students: A large proportion of students in MENA international schools are MLLs, which can affect their performance on these benchmark assessments. Tests like the NWEA MAP Growth, while adaptive, still rely heavily on English proficiency, especially in subjects like reading and language usage. Similarly, the IBT and CAT4 tests may not fully account for the  language-acquisition challenges that MLL students face, leading to potentially misleading data about their true academic abilities.

3. Cultural Context: Standardized tests, even those used globally like IBT and CAT4, may not fully consider cultural nuances. Questions or contexts that are familiar to students in Western countries may be unfamiliar or less relevant to students in the MENA region, particularly for students who are newer to English-speaking academic environments.

4. Data Interpretation: Schools in the MENA region often struggle with interpreting the results of benchmarking assessments in a way that is meaningful and actionable. Educators need support in translating complex data into practical insights, particularly in addressing gaps between MLLs and non-MLLs. Additionally, without strong  data-analysis skills, there is a risk of  overreliance on raw scores, which may not fully capture the learning potential of students with diverse linguistic and cultural backgrounds.

Closing the Benchmarking Gaps

1. Tailored  Professional Development: Teachers need ongoing professional development to understand how to interpret and act on data from NWEA MAP Growth, IBT, and CAT4 assessments. This includes training on how to adjust teaching strategies based on assessment results, especially for MLLs, and how to align the data with curriculum objectives.

2. Customized Curriculum Alignment: Schools should consider aligning their curricula more closely with the skills assessed in these benchmark tests, while also ensuring that cultural relevance and linguistic support are integrated into instruction. This may involve adjusting instructional practices or providing additional resources for MLL students, particularly in areas that require a high level of language proficiency. This could also include use of digital programs such as Exact Path that help create individualized learning pathways for students to fill instructional gaps.

3. Collaborative Data Sharing: Schools can benefit from working together to share best practices  regarding data interpretation and use. By forming benchmarking groups within the MENA region, schools can collaborate on ways to close gaps in data interpretation, develop common strategies for addressing the needs of MLLs, and create more culturally relevant assessment approaches.

4. Targeted Interventions for MLLs: Given the significant impact that language acquisition has on assessment outcomes, schools must implement targeted interventions. These can include additional language support, differentiated instruction, and the use of formative assessments to track progress in language development alongside academic growth.

Understanding Progress and Attainment Levels Using Benchmark Assessments

NWEA MAP Growth, IBT, and CAT4 assessments are designed to provide insights into both progress and attainment. However, understanding these concepts in the context of MENA’s international schools, where MLLs form the majority, requires careful consideration.

Progress vs. Attainment: Progress indicates the growth a student has made over time, while attainment refers to the level of achievement relative to a standard or benchmark. In the MENA region, MLLs often show significant progress in areas such as language acquisition, but may not attain the same levels as their native English-speaking peers on standardized tests. Schools must focus on recognizing the progress that MLL students are making, even if their attainment remains lower due to language barriers.

Holistic Interpretation of Data: When using assessments like CAT4, which focuses on cognitive abilities, schools can gain a deeper understanding of students' potential beyond their immediate academic performance. This is especially important for MLLs, who may score lower on language-based tests but demonstrate strong cognitive abilities in other areas. CAT4 data can help schools identify students' learning potential and adjust instruction to help them succeed.

Role of ESL Learners in Benchmarking Outcomes

As MLLs make up a significant proportion of the student population in many international schools across the MENA region, their performance on benchmark assessments like NWEA MAP Growth, IBT, and CAT4 plays a critical role in shaping the overall benchmarking outcomes of schools.

1. Impact on Data: MLLs often score lower on assessments that rely on strong  English-language proficiency. This can affect a school’s overall benchmark outcomes and may misrepresent the academic abilities of MLL students. Schools must account for these linguistic challenges when interpreting data and ensure that performance is evaluated within the appropriate context.

2. Inclusive Assessment Practices: To improve the accuracy of benchmarking data, schools should adopt inclusive practices that better reflect the abilities of MLLs. For example, they can offer additional time on assessments, provide language support during test preparation, and utilize formative assessments that track both academic and language development.
 

UAE School Inspection Framework and Benchmarking Integration

The UAE School Inspection Framework (SIF)  emphasizes the importance of benchmarking as a means of driving school improvement and holding schools accountable. NWEA MAP Growth, IBT, and CAT4 assessments are widely used as part of this framework to evaluate student achievement and progress.

1. Inspection and Accountability: The UAE School Inspection Framework requires schools to demonstrate progress against international benchmarks. The use of NWEA MAP Growth and IBT assessments helps schools provide data on student outcomes that are comparable to global standards. However, schools must also account for the unique challenges posed by their student populations, particularly the high number of MLLs.

2. Integration of Benchmarking Data: The UAE  School Inspection Framework encourages the use of benchmarking data to inform school improvement plans. Schools are expected to use assessment results to identify areas for improvement, set targets for student achievement, and monitor progress. However, as discussed, it is essential that schools interpret data within the context of their unique student populations to ensure fair and accurate outcomes.
 

Benchmarking through tools such as NWEA MAP Growth, IBT, and CAT4 plays an essential role in improving educational outcomes in international schools across the MENA region. However, these assessments must be used thoughtfully, with careful consideration given to the linguistic and cultural challenges faced by students, particularly MLLs. By investing in teacher development, improving data systems, and adopting culturally sensitive assessment practices, schools can close benchmarking gaps and create a more equitable learning environment for all students.

In the context of the UAE School Inspection Framework, the integration of such benchmark assessments helps schools align with international standards and drives continuous improvement. With the right strategies in place, international schools in the MENA region can use benchmarking as a powerful tool to enhance educational quality and ensure that all students, regardless of their background, have the opportunity to succeed.
 

Edmentum can help. Exact Path is the perfect next step once a benchmarking assessment has been conducted. You can seamlessly integrate NWEA MAP Growth data to automatically generate a uniquely personalized learning path for each and every student.
Exact Path finds the precise missing skills in students’ learning & supplements them with adaptive content in math, reading, and language arts.
In addition, Exact Path also has its very own adaptive diagnostic. So you can carry out your very own benchmarking assessments at any time necessary.

About the Author:

Chassie Selouane, the vice chairperson of the board of governors of Copperstone Education, is an Indigenous American educational disruptor from North Carolina.
She has been an educator for 23 years throughout the U.S. and the MENA region.
Chassie is the founder/CEO of Appalachian American Academy Morocco, a virtual American curriculum school in Morocco, and principal at MLS Riyadh. She is the chairperson of the steering committee of the GCC ASCD Connected Community and the chairperson of the steering committee of the Education Experts conference series. She is also an advisory council member of AIELOC and a mentor for GLEAC.

A report by Institute for the Future and Dell Technologies (2017) projects that by 2030, 85 percent of the jobs that today’s students will be doing haven’t been invented yet. Dell further asserts that the rate and pace of change are occurring so rapidly that people will need to “learn at the moment” through emerging technologies such as artificial intelligence, virtual reality, and augmented reality (Streefland, 2022). The concept of learning at the moment unearths the idea that the ability to understand how to gain new knowledge in the future may become more valuable than the knowledge itself. Visualizing the future of learning and the workforce underscores the urgent need to revolutionize our approach to curriculum. One litmus test for the curriculum is to ask the question, “Will the curriculum in place today produce the outcomes for tomorrow?” Before we explore the future of curriculum— let’s start by defining what curriculum is and understanding what it may encompass.

The curriculum outlines the what, when, why, and how of everything students should learn. It aims to achieve meaningful learning outcomes and addresses societal and governmental demands. The foundation of the curriculum even reflects broader political and social agreements on what is important to pass on to future generations (Stabback, 2016). With mounting pressures in classrooms, educators are often rushed to focus just on “what” needs to be taught and “when” without considering “how” to achieve learning outcomes and “why” instructional choices are made. This shift in perspective for all stakeholders in education is crucial for empowering students and fostering deeper learning. Transitioning from rote memorization to fostering critical thinking and problem-solving skills is essential. Students spend formative years in classrooms demonstrating understanding of the content learned, only to be propelled into workspaces where no one cares about “their” understanding. Employers want employees to understand what is needed from them as employees and to use all of their knowledge, skills, and abilities to influence others and shape new perspectives. In work, we are immediately tasked with moving beyond understanding content and into influencing other people's behaviors, beliefs, and attitudes in the real world.

That said, while what we are expected to do at work is drastically different than what we do in the classroom, our view of classrooms and education has not changed as drastically as the world outside of school. When the outcomes of what we require from education shift, we must pay attention to the curriculum in classrooms today, locally and globally, to ensure that our educators, students, parents, school leaders, and communities are prepared for a future where we know they must learn how to learn at the moment. 

The Social Architecture of Curriculum 

Teachers are the social architects of learning, shaping the social and emotional landscape of education within every classroom. Social architecture is often referred to as an element of the “hidden curriculum,” and it empowers student agency and interest in learning. Teachers facilitate the social, connectional, and relational aspects of learning, with relationships serving as the essential building blocks of every learning ecosystem worldwide. Collaborative work, team efforts, and peer interactions are crucial for effective learning. Creating environments that support social and emotional well-being with positive mental health ensures that learning is accessible and equitable for all students (Di Michele Lalor, 2022). While teaching and learning are directly connected, they do not always correlate to student attainment and achievement. The future demands curiosity and the continuous inquiry and iteration of curriculum design to enhance student attainment and lifelong resilience.

Dotting the I’s and Crossing the T’s of Curriculum

Dictionaries generally define the idiom “dot the i’s and cross the t’s” as to pay careful attention to every detail, especially when finishing something. Paying attention to the details in the curriculum is often a missed opportunity within education. The curriculum should help make sense of the entire ecosystem, and the relationships between the systems that facilitate student learning. Educators, students, parents, and school leaders should pay great attention to the elements of the curriculum to ensure that the outcomes meet the needs of students, schools, and the wider community.

The call for change in the education system is wide-reaching, yet there are far more questions than answers on how to operationalize positive changes. Our thoughts on education today are more conflicted and constrained than ever before, but we have access to information at our fingertips. To leverage technology for good, the curriculum is an evolving ecosystem that we must pay attention to and handle with great care, as it is how we meet the emerging needs of the future today.

Dotting the I’s in the Curriculum

This learner focus is on student identity and agency of the learner through “I can” statements:

“I Can” Statements: These declarations of positivity place the student's identity at the heart of learning. To ensure the balance of assessment, challenge and support are put in place to foster the development of the learner’s identity (Short & Hirsh, 2020). These statements are intended to foster a mindset where every student believes: “I CAN achieve my goals,” which then evolves into: “I AM’ capable.” Learner identity development is at the foundation of learning. Imagine a classroom where all students believe in their potential to learn anytime and anywhere. The “I can” statements provide clear learning objectives, outlining what students should know and be able to do by the end of each lesson. Developed by teachers in planning, they should be shared with students before the lesson. These statements ensure that students have clarity and understand how to make progress. This approach builds confidence and prepares them for lifelong learning and success, making education a truly empowering experience. “I can” statements should be commonplace and leveraged with students at the beginning, throughout, and the end of lessons.

Crossing the T’s in the Curriculum

This curricular focus is on the use of resources and tools available to facilitate deep and authentic learning through the intentional use of the “t’s”:

T’s (Resources): The resources—tools available to facilitate learning from the teacher—include text, tech, tasks, tests, and talk. Utilization of the t’s (resources and tools) should be carefully planned to ensure the alignment of all learning activities, the expected inputs and outputs of the activities, and more importantly, the outcomes of impactful student learning.

Educators are the social architects of learning, shaping new outcomes through innovative approaches to curriculum. They are leaders of the curriculum of the future who enable us to start thinking beyond textbooks. Whether students are learning in class or out of class or learning across modalities of online, offline, asynchronous, synchronous, in-person, remote, or hybrid models, these are five emerging curriculum trends that align with crossing the t’s: text, technology, tasks, tests, and talk.

1. Text is evolving, with digital integration transforming education through the increased accessibility of digital tools, gamification of learning, and online resources. Digital methods of learning include interactive textbooks, virtual classrooms, augmented laboratories, and online courses (Smith, 2023). 
2. Technology is everywhere, whether you are for or against its use. When advanced technologies are in parallel with teachers, they can tailor personalized learning experiences and students can grow their achievement and attainment in record time (Zia, 2023). Personal learning focuses on the needs of each student, allowing for each learning experience to be unique so that students can learn at their own pace and focus their time and energy where they need the most support. Advanced technologies are emerging and shaping new spaces inside and outside the classroom to optimize learning opportunities.
3. Tasks are demonstrated as skills and competency-based learning (CBL). CBL is becoming more prominent, emphasizing mastery of the skills necessary for the future of the workforce (Global Online Academy, 2024). The approach integrates teamwork, problem-solving, critical thinking, and digital literacy to prepare students for job roles that may not yet exist. CBL adapts to individual students, offering a personal and meaningful experience.
4. Tests are expanding to include new forms of feedback, and assessments are also emerging in new ways through interdisciplinary approaches combining subject areas for holistic engagement, integrating science, technology, engineering, and mathematics (STEM), even adding reading, arts, and humanities to foster innovation and creativity (Science Education Resource Center, 2010). The interdisciplinary approach incorporates new ways to demonstrate learning through space, place, problems, projects, or portfolios that foster creativity, adaptability, ingenuity, and more.
5. Talk materializes in multilingualism and multiculturalism, and ways of communication include the opportunities for deep authentic debate, discussion, and discourse. Talk is social, and the ability to communicate thoughts and ideas to and through others is essential. Multilingual and multicultural opportunities provide access to global perspectives and help students understand and navigate diverse cultures and global issues as global citizens (Giannini, 2024; King, 2018).

The curriculum of the future requires seamless access, flexibility, responsiveness, adaptability, equity, and inclusion. If student learning and attainment are the destination, we must activate the curriculum as our map to guide and enhance the lifelong process of learning.

The importance of dotting the i’s and crossing the t’s in developing a holistic curriculum supports educators in meeting the demands of the future today and tomorrow through evolving innovative approaches to expand and develop student learning experiences inside and outside of the classroom.

Steps for Educators, Students, Parents, and School Leaders to Dot Their I’s and Cross Their T’s with the Future of Curriculum

Educators:

• Find a professional peer (learning partner) who you can engage with inside and outside of your classroom to grow as a professional practitioner. 
• Focus beyond “what” you need to teach by “when,” and move inclusively toward “how” and “why” in the planning of student learning. How are instructional choices in each lesson and activity aligning to achieve the learning objectives?
• Stretch ideas of traditional assessment beyond the book, and test with questioning, checking for understanding, and authentically applying student learning.
• Use diverse tools and resources to create engaging learning experiences, and always map back to the learning outcomes.
• Foster a student-centered (identity-developing) learning environment, including students in the planning processes (when possible) to understand what they are learning, when, how, and why.
• Provide time for students to reflect and assess their own and others’ learning in multiple ways.

Students:

• Find a peer (learning partner) who you can engage with inside and outside of your classroom to grow as a learner. 
• Take time to understand how you learn, not just that you learn the subject or content in front of you.
• Take ownership of your learning journey.
• Engage actively with various resources and activities.
• Reflect on your learning process and outcomes. What works for you, what didn't work in the past, what can you do differently next time? 

Parents:

• Tap into various types of supports inside and outside of your child’s school to stay engaged and supported in the process.
• Consider strength-based approaches and celebrate effort and hard work beyond grades and assessment scores.
• Support your child’s learning and encourage curiosity and a growth mindset.
• Extend learning opportunities outside of the school, at home, in the community, and in creative ways.
• Communicate regularly with educators about your child’s progress.

School Leaders:

• Find a professional peer (learning partner) who you can engage with inside and outside of your school to grow as a professional practitioner.
• Create the vision, culture, and climate to foster holistic approaches to learning and continuous school improvement.
• Build a community for all stakeholders and engagement within and outside the school.
• Provide ongoing professional development for all staff and teachers on an individual, subject, and grade level and in schoolwide efforts.
• Ensure clear alignment of curriculum with educational strategies, goals, and standards for high-quality teaching and learning environments.
• Create a community of practice that is supportive and a responsive environment for innovative teaching practices.

Conclusion: What’s Next? 

Education requirements are constantly evolving. To make a lasting impact, educators, students, parents, and school leaders must come together and focus on the “how” and “why” of learning rather than just the “what” and “when.” It appears that when we learn may be shifting to “at the moment” rather than by the end of the lesson. In 2024, we are transitioning to the future, preparing for 2030, and by dotting our i’s and crossing our t’s in our approaches to curriculum, we can create a future where the curriculum is a powerful, evolving set of tools for better understanding of what works, for whom it works, and under what conditions it works. The future of education starts today with thoughtful choices and a commitment to learning how to continuously improve our curriculum simultaneously with learning how to learn “at the moment.” 

How are you dotting your i’s and crossing your t’s in your classroom or school today? What changes do you foresee in the future of curriculum today and tomorrow? We hope you join us for the Future of Curriculum Series: Empowering Education for Today and Tomorrow!

About the Author

Jenni Kincaid is a global education leader with over 25 years of experience spanning education, government, and industry sectors. She has dedicated a decade to living in the Middle East, working on large-scale education projects worldwide. Jenni is a certified teacher, principal, and superintendent in the United States and a qualified education assessor and verifier in the United Kingdom. She holds a Doctorate of Education in Leadership and Learning in Organizations from Vanderbilt University’s Peabody College of Education and Human Development.

References

Di Michele Lalor, A. (2022, July 27). 5 elements of a relevant curriculum. ASCD. https://ascd.org/el/articles/5-elements-of-a-relevant-curriculum

Giannini, G. (2024, February 22). Multilingual education: A key to quality and inclusive learning. UNESCO. https://www.unesco.org/en/articles/multilingual-education-key-quality-and-inclusive-learning

Global Online Academy. (2024, August 20). What is competency-based learning and why it matters. Insights. https://globalonlineacademy.org/insights/articles/an-introduction-to-competency-based-learning-what-why-how

Hays, J. & Reinders, H. (2020). Sustainable learning and education: A curriculum for the future. International Review of Education, 66(1), 29–52. https://doi.org/10.1007/s11159-020-09820-7

Institute for the Future & Dell Technologies. (2017). Realizing 2030: A divided vision of the future. Dell Technologies. https://www.delltechnologies.com/content/dam/delltechnologies/assets/perspectives/2030/pdf/Realizing-2030-A-Divided-Vision-of-the-Future-Summary.pdf

King, L. (2018). The impact of multilingualism on global education and language learning. Cambridge Assessment English. https://www.cambridgeenglish.org/Images/539682-perspectives-impact-on-multilingualism.pdf

Science Education Resource Center. (2010, September 2). What is interdisciplinary teaching? Carleton College. https://serc.carleton.edu/sp/library/interdisciplinary/what.html

Short, J. & Hirsh, S. (2020, November). The elements: Transforming teaching through curriculum-based professional learning [Challenge paper]. Carnegie Corporation of New York. https://media.carnegie.org/filer_public/92/cb/92cb54eb-b313-44e8-b251-32c6eaeee0c1/elements_report_november_2020.pdf

Smith, A. (2023, October 11). Latest curriculum trends in education. Acadecraft. https://www.acadecraft.com/blog/curriculum-trends-in-education/

Stabback, P. (2016). What makes a quality curriculum? [Report No. 2, Current and critical issues in the curriculum and learning]. UNESCO International Bureau of Education. https://unesdoc.unesco.org/ark:/48223/pf0000243975

Streefland, G. (2022, August 1). Four digital skills you need to cultivate to thrive in the new world of work. Franklin Fitch. https://www.franklinfitch.com/us/resources/blog/four-digital-skills-you-need-to-cultivate-to-thrive-in-the-new-world-of-work/

Zia, T. (2023, July 19). Transforming education: AI-powered personalized learning revolution. Technopedia. https://www.techopedia.com/transforming-education-ai-powered-personalized-learning-revolution

Together, these five pillars make up the components of successful reading instruction by shaping learners' brains one step at a time, to learn to read and understand the written English language. Let’s take a closer look at what these five pillars are and how they work to build the foundation of an effective early literacy instruction strategy.

1. Phonemic Awareness

What it is: The ability to hear, identify, manipulate, and substitute phonemes—the smallest units of sound that can differentiate meaning—in spoken words

What it means: Teaching phonemic awareness means instructing students to identify and manipulate the approximately 44 phonemes in the English language. It doesn’t require students to be able to read or even see printed letters to grasp this concept; it’s all about the sounds that word parts make. Essentially, students begin by learning individual phonemes, then joining phonemes, and finally, building words.

Why it matters: Phonemic awareness is a strong predictor of long-term reading and spelling success. By using effective teaching strategies, phonemic awareness can be successfully taught during your literacy block. As you’re planning instruction, it’s also important to recognize that phonemic awareness development must be quickly followed by the introduction of phonics. Research shows that teaching sounds along with letters of the alphabet helps students better understand how phonemic awareness relates to their reading and writing.

2. Phonics

What it is: The ability to understand that there is a predictable relationship between phonemes (sounds) and graphemes (the letters that represent those sounds in written language) in order to associate written letters with the sounds of spoken language

What it means: This is where students begin to “crack the code” on reading. Phonics instruction teaches students how to build relationships between sounds and letters or letter combinations and how to use those relationships to build words.

Why it matters: While the English language is full of irregular spellings and exceptions to phonetic rules, phonics teaches students a system for remembering how to read words so that they are able to read, spell, and recognize words instantly.

3. Fluency

What it is: The ability to read text accurately, quickly, and expressively, either to oneself or aloud; the NAEP Oral Reading Fluency Passage Reading Expression Scoring Rubric helps represent the learning progression of this skill

What it means: Fluency is the ability to read as well as one speaks and to make sense of what is being read without having to stop or pause to decode words. Fluency is different from memorization, which can occur when students interact with the same text so frequently that they can repeat it without reading. Actual fluency is developed with the repeated, accurate sounding out of words.

Why it matters: Developing fluency is critical to a student’s motivation to read. When students struggle to sound out letters and words, reading can become a laborious and exhausting task, and students may begin to perceive reading as a negative activity. As students begin to acquire words more easily, they should also practice dividing text into meaningful chunks, knowing when to pause and change intonation and tone. With regular guidance and feedback, students begin to recognize these cues during reading and develop deeper comprehension.

4. Vocabulary

What it is: The growing, stored compilation of words that students understand and use in their conversation (oral vocabulary) and recognize in print (reading vocabulary)

What it means: Vocabulary is very closely tied to reading comprehension, and it can be absorbed or learned both orally and through print. Most vocabulary is learned through everyday listening in conversations, reading aloud, or independent reading. In fact, studies show that there are direct links between how many words children hear spoken at home and how well they excel in 3rd grade. This is because children are unconsciously building their oral vocabularies all the time.

Why it matters: In order to comprehend reading, a student must know what the words mean that he or she is reading. Beginning readers use their oral vocabulary to make sense of words they see in print. If a student encounters an unfamiliar word while reading, his or her reading is momentarily interrupted until the new word is added to his or her mental vocabulary. Direct instruction of explicitly taught vocabulary, as well as word-learning strategies, can help build a flourishing vocabulary and improve reading fluency and comprehension.

5. Comprehension

What it is: The ability to understand, remember, and make meaning of what has been read—this is the purpose for reading

What it means: Students with developed reading comprehension abilities can predict, infer, make connections, and analyze what is being read. If you want to think of reading like a watering can, then the four preceding pillars are the different parts that make up the watering can, like the handle, spout, and body of the can itself. Comprehension is the water. Without it, you still have a watering can, but an empty watering can won’t help your flowers grow. Comprehension allows the flowers of literacy to bloom as it gives meaning and purpose to what is being read.

Why it matters: Even before children become independent readers, they can begin practicing and developing comprehension skills when books are read aloud to them. Students who comprehend what they read are both purposeful and active readers. They use metacognitive strategies to think about the purpose of what they’re reading and monitor their own understanding as they read. This allows these students to isolate and verbalize where they have a lack of understanding, which, in turn, opens doors for them to apply specific strategies to attain that understanding.

The five pillars of reading are vital to early literacy instruction, but they are still only one component of your larger reading instruction strategy. Built to these five pillars and supporting scientifically backed reading research (or the Science of Reading), our engaging Exact Path program (including targeted K-2 enhancements) are the perfect tools to guide your youngest readers through their early literacy journey. 

For an in-depth guide on how to evaluate the many facets of structuring an effective, research-based reading and language arts block, and for help selecting the appropriate technology tools to support your approach, download our Reading Workbook.

This blog was originally published February 2018 and has been updated.

As we enter a new academic year, the primary concern for many is simply normalizing the school calendar after years of disruption. The continue to be after-effects of the pandemic resulting in many reasons why a student might be absent from class. In some cases, absences simply cannot be avoided, but by being aware of the importance of attendance and working to help student who do miss class catch up where possible, educators can help to minimize the impact of chronic absenteeism.

What is Chronic Absenteeism?

Chronic absenteeism refers to students missing an excessive amount of school days, typically defined as missing 10% or more of the academic year. This equates to missing around 15 days or more of school per year. It has emerged as a significant barrier to student success and educational equity, as students who frequently miss school tend to fall behind academically and are at higher risk of dropping out.

It’s not currently known how disruptions caused by the pandemic impacted chronic absenteeism rates among students, but some early data shows that chronic absence is likely to have dramatically increased, potentially doubling in size from one out of six to one out of three students. According to the national nonprofit initiative Attendance Works, half of the students who miss two to four days of school in September end up missing nearly a month (25 days) of school in total throughout the year. Those missed days quickly translate into missed academic opportunities. Here are some more data points about school absence that might surprise you:

• “Chronic absence” is defined by Civil Rights Data Collection (CRDC) survey, which refers to chronic absence as missing 15 or more days each school year.
   
• In 2023, roughly 1 student out of 4 was chronically absent across the school year.
   
• Early data shows that chronic absence is likely to have dramatically increased due to the COVID-19 pandemic, potentially doubling in size from one out of six to one out of three students.
   
• Absenteeism has hit hardest among communities that have been especially affected by the pandemic, including Black, Latino, and Native American students; students living in poverty; students with disabilities; and English language learners.
   
• One in ten kindergarten and 1st grade students meet the criteria for chronic absence.
   
• Many school districts also experienced significant declines in enrollment, occurring across all grade levels, but drops were greatest among the youngest learners, with some families delaying participation in kindergarten or preschool given the challenges of the pandemic.
   
• Absenteeism amongst young students is correlated with lower rates of reading proficiency by 3rd grade—one California study found that only 17 percent of students chronically absent in kindergarten and 1st grade were reading at grade level after 3rd grade.
   
• Close to half (45 percent) of high schools have high or extreme levels of chronic absence.
   
• Chronic absence disproportionately affects students and schools in high-poverty areas.
   
• Chronic absence affects specific student populations more than others—especially Native American, Black, Hispanic, and English language learner students—but it occurs in all geographic locations and among all student demographic populations.

11 Quick Tips to Address Chronic Absenteeism

1. Educate parents and other caregivers about the impacts of chronic absence, starting with open house nights and other events at the beginning of the school year.

2. Clearly communicate attendance expectations (and consequences for unexcused or excessive absences) to students and their families.

3. Develop a system to accurately monitor student attendance and chronic absence. The National Center for Education Statistics’ The Forum Guide to Collecting and Using Attendance Data provides one such model. Attendance Works also has some helpful tools.

4. Focus on building a welcoming, positive school climate, encouraging student input and ownership and emphasizing respectful interactions.

5. Utilize a tiered approach to encourage strong attendance among all students, work with students when they first start to miss school days, and intervene intensely with students who are chronically absent.

6. Reach out to chronically absent students and their families to understand what the barriers to attendance actually are, whether it’s transportation, hunger, homelessness, or other challenges.

7. Be mindful of mental health and bullying struggles that may be contributing to student absences, and be aware of what resources are available in your school and community to refer students to when appropriate.

8. Consider building a mentoring program to help connect students with positive adult role models who can act as an additional support system and encourage them to make constructive decisions—including attending school regularly.

9. Encourage participation in after-school activities to help students develop meaningful connections to their school community; explore interests; make peer-to-peer connections; and build positive habits like healthy eating, regular exercise, and accountability.

10. Celebrate good attendance habits, and recognize improved attendance with schoolwide incentive programs.

11. Create an engagement strategy that works for your school community, and incorporate it into your larger remote learning plan to ensure attendance remains strong during unplanned school closures. Refer to these resources for successful remote learning days. 

Looking for more ideas to improve student attendance this school year? Consider the positive impact of career and technical education programs on student retention and other ways districts are fighting chronic absenteeism.  

This post was originally published September 2019 and has been updated.

With a strong focus on evidence-based interventions and high-quality tutoring, these efforts aim to vet and identify high-quality programs that schools can leverage to support student achievement and ensure that students across Ohio are well-prepared for their future careers. 

Let's dive into these timely and impactful initiatives you should know.

Evidence-Based Reading Intervention Programs

One key initiative from the Ohio DEW is the release of approved evidence-based reading intervention programs. This effort is part of a broader strategy to improve literacy and reading comprehension among pre-K through grade 12 students. The approved programs have undergone rigorous evaluation to ensure they provide research-backed instruction aligned to the science of reading that can significantly enhance students' reading skills.

Schools will be subsidized for approved reading material purchases via the state’s Comprehensive Literacy State Development Grant. By incorporating these vetted programs, schools can ensure that their literacy initiatives are effective and grounded in proven educational strategies.

High-Quality Tutoring Programs under House Bill 583

The state continues to implement high-quality tutoring programs as mandated by Ohio House Bill 583. This legislation, passed in 2022, required DEW to create a list of tutoring providers that accelerate student learning in core subjects such as English language arts, mathematics, science, and social studies. To be approved, vendors must align to the six ‘Key Components of High-Quality Tutoring,’ including:

• Use of high-quality instructional materials;
• Instruction aligned with research on effective teaching and learning;
• Integration of high-dosage tutoring practices;
• Use of data-driven instruction;
• Hiring quality tutors; and
• Demonstrated effectiveness. 

These components ensure that the programs offer superior instructional materials aligned with Ohio’s learning standards and employ highly skilled tutors. Districts may use their Disadvantage Pupil Impact Aid to fund their tutoring program. See the DEW’s list of approved tutoring programs. 

Emphasizing Career and Technical Education

Beginning with the 2024-25 school year, the state’s College, Career, Workforce, and Military Readiness indicator may be reported as a school’s accountability score metric.  Schools will be measured by the percentage of high school students who complete postsecondary learning opportunities from a menu of options, such as attaining a passing score on an AP exam, military enlistment, and completion of a CTE pathway. 

To support the expansion of CTE opportunities, DEW has created several school funding sources, including a supplement through the state’s formula and a competitive CTE equipment grant program. By focusing on CTE, the state aims to help equip students with the skills necessary for successful careers in various fields. DEW keeps an updated list of CTE planning, funding, compliance, and monitoring resources for districts, community schools, and educational service centers.

Looking Ahead: Preparing for the 2024-2025 School Year

Incorporating the DEW’s guidance on evidence-based reading interventions, high-quality tutoring, and robust career and technical education programs can help create a comprehensive learning environment that fosters student achievement and career readiness. Edmentum offers Ohio-aligned and approved solutions to help you meet these initiatives and support your students this school year:

DEW-approved Evidence-Based Reading Intervention

Exact Path, our DEW-approved Evidence-Based Reading Intervention, offers diagnostic assessments that yield highly accurate predictions of student test results on Ohio’s State Test (OST). The DEW has also approved Exact Path for use as High-Quality Student Data (HQSD), Evidence-Based Reading Intervention, and Gifted Identification Program. Learn more.

DEW-Approved High-Quality Tutoring Program 

Edmentum’s Targeted Skills Instruction comprehensive virtual tutoring program has been approved to support students in English Language Arts, mathematics, science, and social studies courses. Get more information about Edmentum’s approved tutoring program and its alignment with the DEW’s requirements.

Ohio Standards Aligned CTE Catalog

Explore Edmentum’s new catalog of Ohio Standards-aligned CTE courses for middle and high school. These courses include courses that prepare students for WebXam CTE end-of-course tests, offering a robust pathway to career readiness. Browse our Ohio Career Pathways.

What is a Formative Assessment?

Formative assessments are ongoing, interactive evaluations that support the learning process and guide instruction in real-time. They are an integral part of effectively understanding if students are meeting grade-level standards. If they aren’t, it shows where that learning is breaking down—before it shows up on a state assessment.

Setting a solid formative assessment strategy before testing season hits will not only make life easier by understanding who may need a little extra assistance but also take some of the stress off students. Let’s explore the key steps to designing a successful formative assessment strategy in the classroom.

Set Clear Learning Objectives

Formative assessments should align closely with the learning objectives of the curriculum. Begin by defining specific and measurable learning goals for your students. These objectives will serve as the foundation for creating relevant assessment activities that gauge progress towards mastery.

Diversify Assessment Methods

Incorporating a range of assessment tools and techniques to cater to diverse learning styles and preferences is a vital component to a successful formative assessment strategy. Luckily, they don’t need to be time-consuming or difficult to accomplish. All it takes is adding a few of these ideas and committing to their use:

1. Quizzes and Polls: Short quizzes or polls measure student understanding and provide instant feedback.
2. Bell Ringer/Exit Tickets: At the end of a lesson, hand out exit tickets asking students to respond to a few questions related to the day's content.
3. Think-Pair-Share: Encourage students to discuss concepts with a partner before sharing their thoughts with the class.
4. Journal Jotting: Have students write a brief summary of what they learned in a given lesson.

Prioritize Timely Feedback

One of the most significant advantages of formative assessments is the immediate feedback it provides students. This feedback loop allows students to correct misconceptions in real-time and adjust their approach to learning. Consider using rubrics or detailed comments to guide students effectively.

Utilize Online Tools to Analyze and Adapt

Consider applying your formative assessment strategy to an online tool that can:

• Adapt to the situation
• Be deployed quickly and seamlessly
• Be used with a minimal amount of effort

Doing so will not only streamline the process but save educators valuable time and resources.

Educators can make their instruction more effective by using year-round, flexible formative assessment tools to quickly measure who’s getting it—and who’s not. Regardless of how learning is assessed—there’s power in the ongoing data.

Formative Assessment Strategy Example Using Online Tools
 

Here’s how educators can use an online tool like Study Island to implement a formative assessment strategy without sacrificing time and flexibility.

Step One: Assess Knowledge with a Practice Assignment

After you’ve taught the core instruction of a specific topic or standard to your class, it’s time to dive into the first step of this three-step approach: assess what students know. While there are a few different ways to formatively assess students within the program, we’ll focus on practice assignments because of their seamless interaction with Sensei, Study Island’s personal interactive data dashboard.

Building a practice assignment within Study Island allows you to assess on either the topic you’re covering or a single academic standard that you may be focusing on that week. Because the practice content in Study Island is already built to your state standards, you can feel confident that students are being assessed on their knowledge accurately and effectively. Additionally, practice assignments make the process quick and easy with a fixed and randomized (to cut down on any cheating) 10-question session.

This webinar, 3 Steps to a Tried-and-True Formative Assessment Strategy with Study Island, dives into the how-to of this three-step process. Below is a clip to see how easy it is to create a practice assignment for your formative assessment strategy.

Step Two: Measure and Review Success

Now that you’ve assessed your students, it’s time to see who is meeting grade-level expectations and who needs additional support. Remember the interactive data dashboard, Sensei, mentioned earlier? Here’s where this feature in the program gets to shine.

Because practice assignments directly feed all their data into Sensei, measuring and reviewing your students’ results for the topic or academic standard they’re being assessed on is a breeze. With its color-coded graphics, visual cues, and intuitive charts, educators get an in-depth look at how their students performed, which is easy to interpret and simple to turn into a plan of action. It also works as a live view, meaning that you can see student scores as they come in, saving you precious time. By reviewing the trusted data within Sensei, educators can determine which students are ready to move on and which need more practice and then assign more practice right from dashboard to the students who need it.

Still not sold on the power of Sensei? In the clip below, we go into more detail breaking down how this feature makes managing your classroom data easier than ever.

Step Three: Reassess with a Group Session or Built Test

In the final step of our tried-and-true formative assessment strategy, it’s time to reassess your students’ understanding. After reteaching the topic or academic standard to the students who needed it—which could be in small groups, through extra practice in Study Island, or even a whole-class review—teachers can create a Group Session or a Built Test to easily reassess which students are mastering the topic or standard. Reassessing after reteaching is a critical step, as it gives educators the confidence that their students are prepared to ace their graded assessments, whether it’s a smaller end-of-unit exam or the championship of exams: state testing.

Using Group Sessions and Built Tests within Study Island to reassess your students allows teachers to relax with the knowledge that each of the questions used is built to state standards and can be put together quickly—keeping things accurate AND efficient. Not sure how to decide which feature to use to complete that final checkpoint with your students? In the following clip, we highlight when the best time is to use both flexible options and how to create them—both ahead of time and on the fly.

Designing a successful formative assessment strategy in the classroom requires thoughtful planning and continuous adaptation. By providing timely feedback, setting clear objectives, and utilizing online formative assessment tools, teachers can create a pathway for academic growth, leading their students towards success and lifelong learning.

Learn more about how using an online tool like Study Island can support educators with formative assessments, giving them the ability to pinpoint specific gaps and misconceptions in their students’ learning as they prepare for state testing. Even better, it works seamlessly in three simple steps, without the need to revamp classroom routines every spring.

Unfortunately, forecasts for 2025 have predicted nearly 225,000 teacher vacancies and according to reports so far, vacancies will exceed that number. 

In the face of significant challenges, here are five ways virtual teachers can address educator shortages.  

1. Expand Course Offerings & Specialized Learning Opportunities 

Districts often struggle to staff specialized classes such as CTE, AP, and world languages with qualified teachers. This scarcity of qualified instructors can result in limited course offerings and diminished learning opportunities for students. 

Virtual teachers provide a practical solution to fill these hard-to-staff positions, ensuring students receive high-quality instruction from a state-certified teacher of record. 

Virtual learning also allows a district to offer more course options than they may have been able to on-site. Flexible virtual options don’t require you to first meet class-size requirements or navigate additional course schedules. 

Schools can now teach specialized subjects like robotics, coding, and digital marketing thanks to robust resources and qualified teachers. This not only allows students to explore their interests and passions but also prepares them for the ever-evolving job market—factors that, in turn, help districts retain critical enrollments. 

Not only can districts offer more courses, but they can also offer expanded learning opportunities tailored to individual student needs. Whether it's intervention to get back on grade level or engaging opportunities to advance learning, virtual educators can deliver targeted instruction, accommodating specific instructional needs to maximize individualized growth. 

2. Keep Students on Track for Graduation 

Delivering a promised path to graduation is critical, but what happens when you lose a chemistry or world language teacher and find yourself unable to fill the position?  Virtual teachers can help keep learning on-track. 

Virtual learning with a dedicated, highly specialized teacher can be a quick-turn solution to keep doors open and students learning without undermining the quality of curriculum and instructional practice. 

The versatility of virtual instruction also helps you bridge gaps across your campus. Missing an upper-level high school English teacher in two of your buildings? While you continue your search for a local teacher, one virtual educator can support both needs with the benefit of virtual and intentional scheduling. 

3. Enhance Instructional Capacity with Scalable Solutions 

While schools across the nation battle staffing gaps, veteran educators are asked to do even more. 

It’s no surprise that teachers continue to struggle with burn out and feelings of fatigue. Ensure classroom teachers receive the equitable support they need to succeed by safeguarding their time or expanding their capacity to do their jobs well.  

Instead, consider how virtual instruction can offload an entire class, by way of a state-certified teacher stepping in, or providing targeted support and intervention through a virtual tutoring option that increases the capacity of the classroom teacher. Both options can help alleviate major pain points and allow your educators to reconnect with the passion, spark, and excitement of education that brought them to the teaching field initially. 

Additionally, managing fluctuating enrollment demands can be a daunting task for district administrators. However, virtual instructors provide a scalable solution to meet these dynamic needs with ease. 

By harnessing the power of virtual teaching resources, districts can swiftly adapt to accommodate increased enrollment without sacrificing the quality of education. This agility ensures that all students receive a positive and enriching learning experience, irrespective of changes in the student population. 

E-learning solutions provide a seamless platform for virtual teachers to engage with a larger number of students simultaneously. Teachers can create a community and encourage interaction among students in remote learning using virtual classrooms, discussion boards, and collaborative projects. 

4. Address Teacher Absences 

Long-term teacher absences don’t have to disrupt the flow of learning or impact students' educational journey. Instead, with the strategic integration of virtual teachers, schools can ensure uninterrupted learning experiences. 

A dedicated virtual teacher can be a reliable partner, stepping in to fill the gaps created by long-term teacher absences. Supported by on-site staff, they leverage direct instruction, one-on-one conferences, and small group interactions, ensuring students remain actively involved in their learning. Virtual educators can lead whole-group instruction or complement a long-term sub’s efforts with added content area expertise—whatever is necessary to ensure learning is uninterrupted. 

Through e-learning solutions, instructors go beyond traditional teaching methods, embracing technology as a powerful tool to enrich the educational experience. By blending interactive content, real-time assessment, and collaborative learning opportunities, virtual teachers create a vibrant and dynamic learning environment that sparks students' curiosity and inspires a lifelong love for learning. 

5. Alleviate Student Scheduling Conflicts 

Students may experience timetable clashes when they aim to register for several classes that are provided at the same time, deal with job or family obligations, or engage in out-of-school activities that overlap with standard school timings. 

Virtual teachers can alleviate these conflicts by providing flexible scheduling options. Students can take online classes to add to their schedules, so they can do more subjects, work, or activities without limits. 

By offering virtual classes, students have the opportunity to expand their learning beyond the constraints of traditional bell schedules. This flexibility allows them to pursue their interests and passions without sacrificing their academic progress.  

Virtual teaching resources can also be a great asset for students who have part-time jobs or family obligations. These students often struggle to balance their responsibilities and schoolwork, leading to stress and burnout. However, with the option of virtual classes, they can create a schedule that works for them. They can attend their job or take care of their family during the day and then access their online classes in the evenings or weekends. 

Integrate Virtual Teachers in Your District with Edmentum’s Instructional Services 

Simply put, virtual teachers are an essential part of modern education systems. They bridge staffing gaps by expanding learning opportunities, meeting enrollment demands, and managing staffing gaps smoothly. 

Edmentum’s Instructional Services combines our best-in-class curriculum with state-certified virtual teachers to give every student a front row seat to learning. Our program offers personalized learning with over 500 courses in core subjects, AP, electives, and career and technical education. Options include flexible, anytime, anywhere virtual learning or synchronous instruction that keeps students in the building while delivering instruction aligned to your specific bell schedule. 

Check out our Virtual Instruction Toolkit for resources to help you plan for your virtual instruction needs. 

What is Retrieval Practice? 

Retrieval practice is a learning strategy where students actively recall information rather than simply reviewing it. This technique focuses on the process of pulling knowledge from memory, which strengthens the ability to remember it later. Unlike passive studying methods, retrieval practice encourages learners to engage with the material repeatedly, enhancing their understanding and retention. Retrieval practice has several important benefits: 

• It leads to better long-term retention compared to re-reading, note-taking, or passive review. 
• It helps identify gaps in knowledge and understanding. 
• It improves students' metacognition (awareness of their own learning process). 

Why Does Retrieval Practice Work?

When using retrieval practice, the focus isn’t on putting information into the brain but on extracting information out. The act of deliberately recalling information strengthens our memory and actually helps learners identify what they don’t know. The more an individual struggles with retrieving a piece of information, and the more regularly they attempt to retrieve this information, the better their retention of the content.

This effectiveness is rooted in cognitive psychology and neuroscience. When we retrieve information, we're not simply accessing a static file in our brain; we're actively reconstructing the memory. This process strengthens the neural pathways associated with that information, making it easier to recall in the future. Additionally, retrieval practice creates what psychologists call "desirable difficulties" – challenges that, while making learning feel more effortful in the short term, lead to stronger long-term retention and understanding. 

How to Implement Retrieval Practice in the Classroom 

Teachers can incorporate this strategy through various methods, each designed to encourage students to actively recall information from memory. One effective approach is the use of frequent, low-stakes quizzes. These can be short multiple-choice, true/false, or open-ended questions that prompt students to retrieve key concepts from previous lessons. It's crucial to emphasize that these quizzes are for learning, not assessment, to maintain a low-pressure environment. 

To maximize the effectiveness of retrieval practice, it's important to incorporate spacing and interleaving. This means revisiting topics at increasing intervals over time and mixing related concepts rather than focusing on one at a time. Providing feedback after retrieval activities is also crucial, as it helps correct misconceptions and reinforces correct information. The key is to make retrieval practice a regular, low-stakes part of the learning process, explaining its purpose to students to increase their engagement and the overall effectiveness of the technique. 

Use an Assessment Program for Retrieval Practice

Study Island, our assessment and test prep program, is built around the idea of “retrieval practice,” providing over 600,000 unique practice questions to help students retain the information they’ve learned. Each lesson is followed by a quiz testing the material the student just studied and providing instant feedback if a student chooses the wrong answer.

Not only is Study Island for Home’s structure optimal for retaining information, but a Marzano verified study showed that just 30 minutes per week of sustained practice using online programs results in significant academic improvements. 

Our own tests have shown that Study Island for Home users show significant improvement in the content studied after only weeks of sustained practice. Thoughtful, deliberate practice, utilizing the practice tests within Study Island for Home, results in significant improvement. This proves that “practice makes perfect.”

Retrieval Practice Testing Makes Studying a Breeze

It’s time to look beyond the negative associations with testing. Sustained practice and regular retrieval practice exercises (i.e., practice tests) over a long period do result in big gains. Study Island for Home is an excellent way to provide those experiences for your child and help them excel towards their academic goals. 

With a curriculum spanning grades K-12 and tailored to your state standards, Study Island can help your child catch up or get ahead. The program’s detailed parent dashboard gives you the insight you need to provide your child with meaningful support, along with the option to offer customized rewards for completing assignments. 

Learn more about Study Island or contact us today. 

In this article, we’ll discuss how Courseware can help address skill, unit, and credit recovery requirements by delivering content in a flexible format that educators can customize to meet their needs.

Types of Recovery Needs 

The differences among the three major recovery options are how they are tailored for students with various needs. One is designed for students in need of short-term intervention to address knowledge gaps, one strategically helps students who are in danger of failing catch up, and one provides long-term intervention in order for students to recover credits and graduate. 

• Skill Recovery – Skill recovery is in-the-moment remediation, although it may be part of a formalized intervention program. If students need additional help, or if they were meant to learn foundational skills in a school year but didn’t due to COVID-19-related or other disruptions, skill recovery is a targeted way to provide learning to help address skill gaps and prevent students from falling behind in class.
• Unit Recovery – Unit recovery is strategic intervention. If students didn’t pass a particular unit test because there are still concepts they’re struggling with, this puts them in danger of failing the quarter or semester. With unit recovery, educators can provide students additional instruction on information they were supposed to have mastered in a unit so that they can make up their work, retake (and pass!) the unit exam, and avoid failing the course.
• Credit Recovery – Credit recovery falls into the realm of long-term intervention. While skill and unit recovery address short-term learning gaps, credit recovery comes into play when students have failed an entire course that they need to pass to graduate. This is the most intensive of the recovery needs and the one that students need the most flexibility in. 

Ways Courseware Can Help 

Courseware offers two different tools that can help educators customize curricula for specific recovery needs. 

• Custom Course Builder – The Custom Course Builder allows schools to modify, design, and manage courses so they meet the unique needs at the district, school, and individual student level—making these courses ideal for credit recovery programs. We’ve received much positive feedback from districts saying that they appreciate the flexibility and efficiency of custom courses that they can assign repeatedly throughout the school year and during the summer. Only account administrators can create custom courses. Learn how to use Custom Course Builder.
• Flex Assignments – In contrast to the large scope that custom courses address, Flex Assignments are supplemental assignments that allow educators to find and assign content that supports individual learners or small groups of students, making this type of assignment ideal for unit and skill recovery. Both instructors and account administrators can create Flex Assignments. Learn how to use Flex Assignments. 

With the help of Courseware, educators have the tools they need to create customized courses and assignments that will help address all three types of intervention needs students have to ensure that they are setting up their students for success. 

Ready to learn more? Take a look at our online credit recovery resources, like our credit recovery program planning guide, workbook, and webinar on customizable credit recovery tips. 

The Importance of Effective Behavior Management  

Classroom management might be one of the biggest challenges you will face as an educator. Consistency is a common struggle for many teachers. It only takes one student who is constantly off task to see your classroom management system being tested to its limits. Even after pulling out all the stops with warnings, loss of class privileges, calls to parents, and sticker charts, you still might not see consistent results—and the loss of learning time can start to add up. Quickly, you might notice students who had always followed the rules start stepping out of bounds as well.

Effective behavior management is not just about maintaining order; it's about creating an environment where all students can thrive. This requires a proactive approach that not only addresses disruptions but also reinforces positive behaviors. 

While there are many different tactics you can try, sometimes the simplest ones work the best. One key to turning your classroom management strategy back around is exercising behavioral narration.

For those less familiar with the approach, behavioral narration is a technique described by Lee Canter in Classroom Management for Academic Success. While not a new technique (the book was first published in 2006), it stands as true today as it did then. And, it’s far from complicated. Start by verbally describing positive behaviors you’re witnessing without sentiment as a reminder to your students of the expected procedure. These comments on acceptable behavior then encourage others to follow suit. For example, point out, “Jacob is waiting quietly for instructions,” or “Corinne and Maribel have packed away all of their supplies.”

If you’ve never tried it, this technique might sound a little strange at first. So, before you stop reading, think about how many times you’ve said, “Jordan, sit down. David, sit down. I’ll wait here until everyone is sitting down. *Pause* Ethan and Carly are still not sitting down. Please sit down. I need everyone in their seat.” This broken record can feel like it’s on repeat all day, every day when students don’t follow procedures. What if you didn’t have to do that? Behavioral narration could be the key for you, just as it has been for many other teachers. 

Reasons Why Behavioral Narration Works

Take Focus Off the Rulebreakers

Students come to you with their own unique strengths and abilities. For some, possessing the skills to follow directions the first time and maintain focus throughout the day doesn’t come easily. Your narration gives those who might only be off task because they missed instructions a chance to catch up without being called out (avoiding any meltdowns that may have followed). By pointing out behavior that is actually taking place, your verbal reminders now have a visual cue to accompany them, giving some students just the right amount of reinforcement they need as you redirect their behavior.

Save Praise for Learning Accomplishments

One key to behavioral narration is to take out phrases like “I love” or “good job.” When you’re narrating student behaviors, it’s not about giving verbal praise every time students make eye contact or put their homework in the right place. These are your classroom expectations. By narrating them aloud in a neutral tone, you’re simply using student behavior you witness as opportunities to model what others should also be doing (without jumping straight to negative reprimands). Now, this doesn’t mean you shouldn’t recognize the growth, progress, and achievement of your students—it just allows you to save that level of recognition for learning, not rule-following.

Use Expectations to Build Classroom Community

It’s easy for your “rule-follwers” to become your favorites. And, guess what? Your students are smart enough to figure this out. If you’re constantly complimenting one student for always being on task while frequently calling out a handful of others, students will notice these patterns. While some may get teased for being the “teacher’s pet,” others may be ostracized for “never being able to do anything right.” Don’t let behavior tear down your classroom community. Recognize narration as a way of supporting your students while helping them build their own self-control. Your reminders will encourage all to self-correct, and keep both you and your students focused on the positives.

Avoiding Common Behavior Management Pitfalls 

Behavior management is essential for creating a productive classroom environment, but it’s not always easy to get it right. Even experienced teachers can encounter challenges that undermine their efforts. Here are some common pitfalls in behavior management and strategies to avoid them. 

Inconsistency in Enforcement 

One of the biggest mistakes in behavior management is inconsistency. If students see that rules are enforced only some of the time, they may start to test boundaries. To avoid this, establish clear expectations and consistently apply consequences when rules are broken. Consistency builds trust and helps students understand what is expected of them at all times. 

Focusing Too Much on Negative Behavior 

It’s easy to get caught up in correcting misbehavior, but doing so can create a negative classroom atmosphere. Instead, balance corrections with positive reinforcement. Behavioral narration, as discussed earlier, is a great tool for highlighting and encouraging positive behavior, which can shift the classroom focus to what students are doing right. 

Overlooking the Importance of Relationship Building 

Behavior management isn’t just about rules and consequences; it’s also about building strong relationships with students. When students feel respected and understood, they are more likely to respond positively to behavior management strategies. Take the time to get to know your students, show empathy, and communicate that you care about their success. 

Neglecting to Adapt Strategies 

No two classrooms are the same, and what works for one group of students might not work for another. It’s important to be flexible and willing to adjust your behavior management strategies as needed. Regularly reflect on what is working and what isn’t, and be open to trying new approaches if your current strategies aren’t yielding the desired results. 

This year, don’t underestimate the power of behavioral narration in your classroom. Check out this video from kindergarten teacher Kyle Thain to see behavior narration in action. Interested in learning more about classroom management? Check out this article on establishing effective classroom culture from the first day.

So if your children come home and tell you that they played video games at school or that their homework is to play a game on their smartphone, tablet, or laptop, don’t be too surprised. There is a growing body of research to support the effectiveness of games and gamification in education. Here are some key things that parents should know about gamification in learning:

1. Gamification Supports Student-Centered Learning 

It’s simple—games are engaging. This should come as no surprise to any parent of a video-game-loving child. 

A well-designed learning game immerses a child in the context of a gaming world or story while also helping them understand academic content through frequent interaction and application. 

Games also help students feel like they have ownership of their learning by letting them choose different options or paths as they move through the objectives. 

Last but not least, a “level” system or goals within a game can intrinsically motivate children, appeal to those who are naturally competitive, and give all students a sense of accomplishment when they reach a new milestone in the game.

2. Gamification Offers a Chance for Practice

The opportunity to use skills, especially new ones, is essential to mastery and deep understanding. Motivating children to actually practice and repeat new skills, though, can sometimes be a challenge. 

This is one of the most significant benefits of gamification in education. They appeal to students, taking the monotony out of practice in favor of a competitive environment that often incorporates some kind of reward (points, gems, or buried treasure, to name a few examples) for every correctly answered question.

3. Games Provide Students with Immediate Feedback

Feedback is key to helping students progress through new material and accomplish meaningful practice. 

In games, feedback like this is nearly constant through constructs like points, earning lives, or advancing levels. This feedback lets students know where they’re excelling and where they need to continue working—and it engages them in the game (and, therefore, the material) in the process.

4. Games Give Students a Safe Space to Experience Failure

Knowing how to fail and then effectively bounce back and persevere is a learned skill. 

If students never experience failure, they will miss out on the chance to develop the necessary ability to overcome it. 

That said, experiencing failure in a manner that is constructive, instead of hurtful or intimidating, is also important, and educational games can provide one such avenue. Failing to reach the next level, or having your avatar run out of lives, is obviously a very small-scale experience of failure. But, it is also a very safe one that encourages students to apply creative thinking and try a different approach as they make a new attempt.

5. Games Promote Collaboration and Social Interaction

While video games are often perceived as solitary activities, many educational games incorporate elements that encourage collaboration and teamwork. Gamification in learning can create opportunities for students to work together to solve problems, share strategies, and achieve common goals. This collaborative aspect not only enhances social interaction but also helps students develop critical teamwork skills that are essential for their future academic and professional lives. Parents should know that when used effectively, gamification in education can foster a sense of community among students, making learning a more engaging and socially enriching experience. 

6. Gamification Adapts Learning to Individual Needs

One of the most powerful aspects of gamification in learning is its ability to adapt to the individual needs of each student. Many educational games are designed with algorithms that adjust the difficulty level based on the student’s performance, ensuring that the content remains challenging yet achievable. This personalized approach to learning helps keep students engaged and motivated, as they are neither bored by content that is too easy nor overwhelmed by tasks that are too difficult. 

Interested in learning more about gamification in education? The Massachusetts Institute of Technology runs its own Education Arcade dedicated to advancing research in the field of gamification and producing effective learning games. MIT recently published this study on designing Better Learning in Games. For more parent tips on supporting your child’s academic success, explore our article on how to develop effective study skills.

Government aid isn’t the only thing the FAFSA impacts. The schools your child applies to will also receive a copy of the form, and use it to determine what aid package, including grants and scholarships, they will offer in addition to government aid. Note that a small number of schools, mostly selective private institutions, also require students to fill out a form called the CSS profile to determine their aid packages.

1. Is there an income-cutoff for federal aid eligibility?

Don’t skip filling out the FAFSA just because you are part of high-income family. Factors outside of income are taken into consideration when determining aid awards (including family size, siblings also in college, tuition costs, and more), and even if you don’t quality for any grants, the FAFSA is still required to take advantage of government-subsidized student loans. 

2. Is there anything you shouldn’t mention?

Some types of assets are not required to be declared on the FAFSA, so leaving them off of your application can improve your child’s chances of being awarded need-based aid. If you are a homeowner, your primary home does not need to be declared (secondary homes or real-estate investments, however, are assessed), and you also are not required to include vehicles, boats, or household possessions like furniture. Finally, the FAFSA does not ask about insurance or retirement accounts like 401(k) or IRA plans.

3. Is a 529 college savings account treated like other parental assets?

If you’ve been diligently putting away money in a 529 account, no need to fear—your responsibility will not cost you when it comes to financial aid eligibility. Funds in these accounts will be taken into consideration like other common assets.

4. Can the FAFSA influence school-based aid as well?

Government aid isn’t the only thing the FAFSA impacts. The schools your child applies to will also receive a copy of the form, and use it to determine what aid package, including grants and scholarships, they will offer in addition to government aid. Note that a small number of schools, mostly selective private institutions, also require students to fill out a form called the CSS profile to determine their aid packages. 

5. Do states and schools have different FAFSA deadlines than the government?

The federal government offers a long window of time to submit the FAFSA—for the current 2017-2018 school year, students can submit the form as late as June 30th, 2018. However, many states and most individual schools have different (and significantly earlier) deadlines than this. Be sure to do your research on deadlines specific to your state and the schools your child plans to apply to before filling out the FAFSA.

6. Do you need to complete your taxes before filling out the FAFSA?

The FAFSA uses tax information from two years ago, so there is no need to wait to submit the form until after you’ve completed the current year’s taxes.

7. Do you have to fill out the FAFSA every year your child attends school?

Filling out the FAFSA is not a one-time event. You must complete the form every year that your child is attending college, so that changes in your financial situation can be taken into account.

8. Do grades affect aid awarded through the FAFSA?

Federal student aid is not only awarded to students with outstanding grades. In fact, at least initially, grades have no impact on federal aid, including grants, loans, and work-study. However, once aid has been accepted, students do need to show “satisfactory academic progress” to maintain eligibility. This varies by school, but generally includes a minimum GPA requirement, as well as a certain number of credits completed each semester. Keep in mind, some state and school aid may be awarded based on grades.

9. Will your child’s school provide notification about the aid package awarded?

After completing the FAFSA, don’t expect to hear from the office of federal student aid. Instead, contact the financial aid office at the school(s) your child has applied to in order to find out what they have been awarded. It’s also up to schools to actually disburse financial aid dollars.

10. What should you double-check for on the FAFSA?

When filling out the FAFSA form, it’s important to double-check the information you’re providing for accuracy. Leaving fields blank, providing incorrect names, addresses, or social security numbers, and other small mistakes can cause time-consuming hold ups in the processing of your form.

Filing the FAFSA is important part of the process for most families to make college affordable. Take a look at this Parent’s Guide to Completing the FAFSA from the U.S. Department of Education for more helpful pointers. And, keep in mind that there are lots of other ways to get the dollars needed to make higher education a reality. Get inspired by checking out these tips to help parents plan ahead for college expenses.

​For teachers, it takes patience, practice, and poise to not only keep your students’ parents informed about what their children will be learning week to week but also keep them in the loop about everything from upcoming special events and state assessments to more delicate topics like individual students’ behavioral issues and academic feedback. 

​For parents, getting their children ready for the new school year also includes preparing themselves, as they need to meet and build a relationship with their children’s teachers, too. 

​There are well-known benefits of establishing strong parent-teacher communication throughout the school year, but what are the best practices for doing so? Here are some tips to help teachers and parents establish successful lines of communication.

Communication Tips for Teachers 

Aim for Positive Interactions

First impressions aren't always right, but it never hurts to put your best foot forward. Just like you would if you were meeting a new colleague at work, make an effort to be your best self the first time you meet a student’s parents. Smile, shake hands, make eye contact, and ask “get to know you” questions. Kick off the conversation with a positive remark about their child, and let them know you're looking forward to working together for the rest of the school year.

While you don't need to be best friends forever with every parent, but establishing a good relationship with classroom families right from the get-go can help make the rest of the school year a whole lot easier. After all, the success of a student is achieved as a result of time spent both inside and outside of the classroom.

Collect Your Own Information

Try to get as much detailed contact information as possible from your students’ care giver's on day one. It may feel a little excessive to ask people to fill out a form just for your class when they have probably already submitted their information for the school directory, but having your own detailed contact form can really come in handy, especially for the families of younger students whom you need regular contact with.

Think about it—you may have a home phone number on file through your school’s LMS, but do you know that mom prefers to text or that grandpa helps with carpool two days a week? Learning as much as you can about who your students spend their time with at home can go a long way toward establishing great communication.

Be Crystal Clear

Right from the start, let families know why, when, how, and how often you plan on contacting them. Then, inform them exactly how they can get in touch with you. Assure them that you value their time, understand their busy schedules, and will do your best to accommodate them—just like you expect they will do for you.

Communicate exactly what time you will be available to meet in person or virtually during the school day, and try to stick to that schedule so that you can be found when you’re needed. Then, when you’re done telling them, give them some type of take-home reference with all of the information you just went over—preferably in a format that won’t get lost or quickly tossed away. Fun ideas include easy-to-make business cards, refrigerator magnets, postcards, and flip books.

Make Technology Your Friend

We’ve come a long way since the days of weekly class newsletters and safety-pinning important reminders to students before they go home for the day. With a few taps, swipes, or clicks, you can now text, instant message, or email blast to alert your class’ parents of homework reminders, field trip updates, and syllabus changes.

There are tons of apps out there specifically tailored to helping teachers keep in touch with parents, organize class volunteers, and make announcements. Google Voice, for example, sends an email of each voicemail in writing so that documenting is made easy. There are also apps that can be used to send a single voice recording to a large group (so you only have to dial once). That’s a huge timesaver for sharing urgent reminders.

Make Time for Face Time

Sometimes, the occasion may call for more creative meetings to accommodate for unpredictable schedules. Give your class parents the option to schedule video or in-person meetings with you. You can also try more low-tech options when it comes to finding time to meet with parents, such as sending a friendly note home with a student if you are having trouble getting in touch through email.

If you’re still having trouble getting in touch, you can always plan to try and chat when someone might be making a trip to school for another reason, such as end-of-day pickup or after-school sports activities, to see if you can set up some time to meet later on.

Document Parent Communication

Keeping a parent communication log is a must when it comes to staying organized in a busy classroom. A parent communication log will help you keep track of what exchanges you have with parents, record how often they are asking for their children to be excused, and get a feel for what method of communication is getting the best response. Logging communication after it happens will also help jog your memory before parent-teacher conferences so that you can develop a better relationship over time.

Call Home With Good News 

You already know to call a parent when something is wrong, but how about getting in the habit of calling with praise for your students as well? Try setting communication goals to seek out a couple of positive interactions a week—such as sending notes home, shooting off a text, or making a quick phone call.

These upbeat interactions come back around and will inevitably give students a more positive feeling about school. Plus, if you call to brag on something good a student has done, parents will be less anxious when they see your number popping up from time to time.

Be Prepared

When the time does come to call a student’s home and inform a parent about a problem—whether it is social, academic, behavioral, or anything else—always come prepared to discuss not only what strategies you have already used to try to mitigate the problem but also what other possible solutions you would like to try.

Be ready to adjust your plans based on parent input and assure them that their involvement is vital to their child’s success. Parents will appreciate you for not just dropping problems in their lap and will feel more comfortable working with you when you already have some solutions in mind.

Use Volunteers

One of the best ways to stay in touch with the parents of your students is to get them involved in the classroom. Using parent volunteers not only helps you by adding an extra pair of hands to your sometimes-chaotic class, but it also makes your students feel proud when they see their parents are involved. Make sure that you are very familiar with your school policies on volunteering and that you have a plan of action when it comes to how you'll use your volunteers.

You should also stress that volunteering doesn’t always have to happen between the hours of 8 AM and 3 PM. Volunteering can be about reading to the class or chaperoning field trips, but it can also be done by helping students during small-group work, sorting and organizing papers, administering missed tests, or helping with after-school activities.

Communication Tips for Parents

Stay in Touch Regularly

​​​Communication is key when it comes to helping your child succeed. You and your child’s teacher are partners in your child's education, and you can be a powerful team when you work together. Be sure to attend parent-teacher conferences to stay up to date on your child's progress at school. Offering up information that may be useful to the teacher will also help with instruction, such as anything that’s going on at home or any other changes that you noticed as a parent, as there may be many external factors in your child's life that could affect his or her learning.​​

Ask Questions

​​​There are no stupid questions. Teachers appreciate your involvement and eagerness to understand, so be sure to lay out whatever issues or questions you may have. If you're not sure about something your child has shared with you, check in with the teacher, as there may be times your child misheard or misunderstood something the teacher said. Sending a quick email to your child's teacher can definitely help clear the air.​​

​​​Ask How to Support the Teacher​​

Let's face it. Teachers do a lot. They're trying to teach and care for many students who are at many different levels of learning all at once; they're trying to make their lessons fun, creative, and engaging; they’re having to play multiple roles (including counselor, coach, custodian, and cheerleader); and some are even having to leave the school day to work another job because the pay just isn't enough. Teachers do what they do because they're passionate about it, but they could use a little help here and there. Reaching out to offer help with anything can really support and encourage your child's teacher. Even little things like volunteering time in the classroom or helping tidy and organize classroom materials can make a big difference.
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​​​Be Willing to Set Emotions Aside​​ 
 

​​​Sometimes, it's difficult for parents to receive critical feedback about their child and not take it as a personal reflection of themselves or their parenting. But, again, your child's teacher is your ally and partner in shaping your child’s growth, and the teacher can provide some valuable insight into or tips for helping your child academically. Reserve your judgment when listening to your child's teacher, and be willing to hear an alternative point of view about your child. Keep in mind that it's also difficult for your child's teacher to bring up things. Help make the process easier for teachers by listening attentively and patiently to their feedback.​​ 

​​​Communicate Directly With the Teacher Before Escalating Issues​​ 
 

​​​​​​If you're facing a disagreement with your child's teacher, it may be tempting to go straight to the administration to discuss the issue. However, that could cause unnecessary tension with your child's teacher. Before escalating anything, communicate with your child’s teacher, using email at the very least. That may end up resolving or clearing up the situation before it grows bigger.​​

​​​Offer Grace​​ 
 

​​​​​​​Although teaching is an incredibly rewarding job, it's also incredibly challenging. Extend some grace to your child’s teachers for mistakes made or things overlooked. Be understanding if your child’s teacher is not that perfect teacher who can anticipate every need and issue that comes up in the classroom. Teachers will appreciate your compassion. 

​​​​​​​​As one of our team members, Wendy, put it best: “I always like to remind parents and teachers that we are all on the same team. We both want what’s best for the student, but we might just differ on the methods to get there.”​​ 
 

Interested in learning more ways to foster positive parent-teacher communication this year? Check out our article on how to form academic parent-teacher teams.