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Arkansas Department of Education Names Curriculum Associates’ Magnetic Reading™ Foundations an Approved English Language Arts Foundational Skills Program for Grades K–2

eSchool News

.— The Arkansas Department of Education’s Division of Elementary and Secondary Education (DESE) recently named Curriculum Associates’ Magnetic Reading Foundations to its list of high-quality instructional materials (HQIM) for foundational skills in English language arts.

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The Next Social Contract for Public Education Needs New Terms of Service

Doug Levin

Accompanying the commitment to provide universal access to learning technologies for learners must be a parallel effort to ensure that all students have the age-appropriate skills to use those tools to meet their educational goals, including knowledge of basic computer operations, computer programming, and media and information literacy concepts.

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Council of the Great City Schools Selects Dr. Lily Wong Fillmore as the 2023 Recipient of the Dr. Michael Casserly Legacy Award for Educational Courage and Justice

eSchool News

After retiring from the Berkeley faculty, Fillmore has worked with educators in urban school districts to improve academic language and literacy instruction for English learners and multilingual learners. To learn more about Curriculum Associates, visit CurriculumAssociates.com. See CGCS.org.

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Curriculum Associates Sponsors the Council of the Great City Schools’ Inaugural Dr. Michael Casserly Legacy Award for Educational Courage and Justice

eSchool News

“His contributions have led to some of the most significant legislative actions and best practices in urban public schools, and he has earned a well-deserved national and international reputation as a thoughtful, committed, data-driven and bipartisan leader.”. Thank you from the bottom of my heart.”. About Curriculum Associates.

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3 Tips for Easily Implementing Social-Emotional Learning – by John Gamba

ViewSonic Education

If we’re being honest — and we’ll look at the data in a second — most of them fall woefully short of any kind of meaningful change for students. standardized test results suggested that the COVID-19 pandemic reversed nearly two decades of progress in math and reading for K-12 students. And change is desperately needed.

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