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by Dana Laursen, Director, Education Strategy and Evaluation — May 05, 2009
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Secretary of Education Arne Duncan has challenged educators, students, and parents to think differently about devoting time for learning, as well as identifying ways in which to extend the school day, school week, and school year. In a recent Denver Post article, authors noted that the agrarian calendar—which allowed for summers to address agricultural needs—just doesn’t fit today’s world. The same authors noted the typical U.S. K–12 school holds class 180 days each year, while other industrialized nations top 200 days per year—with some Asian nations hitting 240 days. Further, as research has proven, one size does not fit all with regard to instruction or the time needed to learn. The summer gap is also difficult for students in terms of losing learning gains from the previous year. So, what are some ways to creating additional time for learning?
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by Dana Laursen, Director, Education Strategy and Evaluation — April 29, 2009
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As education evolves, technology increasingly becomes a conduit for innovative teaching and learning practices. Online learning, including credit recovery programs, are defining new directions for school districts to address the individual needs of a spectrum of students—as well as their reasons for seeking an alternative to the traditional classroom. Credit recovery is currently a high priority for districts as they struggle to prevent dropouts and prepare students for post-secondary education and workforce readiness.
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by Dana Laursen, Director, Education Strategy and Evaluation — April 15, 2009
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Define Your Program
As an active practitioner of tiered instruction, Mary Reeve, Director of Services for Exceptional Students, Gallup McKinley Public Schools, Gallup, NM provided her expertise during a free PLATO Learning-sponsored webinar on April 10, 2009. Ms. Reeve emphasized four important questions in defining an effective tiered intervention strategy for any school or district:
- What is the need?
- What are the implementation options?
- How will progress and success be measured?
- How will you know when you've achieved success?
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by Tanya Krohn, Senior Marketing Specialist — April 08, 2009
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In historical context, the word "disruptive" has carried a negative connotation—unrest, disorder, or even insubordination. But what if we flip the viewing plane, and look at disruption as a catalyst for important and meaningful change?
That's how Clayton Christensen, professor of Business Administration at the Harvard Business School, sees the influx of online learning options and opportunities in education. In an article entitled, "Online learning set to soar" in the Volume 12, No.4, April 2009 issue of eSchool News, author Dennis Pierce explains Christensen's parallel between the disruptive innovations in the technology world and those facing today's public schools.
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by Tanya Krohn, Senior Marketing Specialist — April 03, 2009
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As reported by The School Administrator, AASA recently asked school administrators to indicate their priority for the use of stimulus funds in their districts. The report findings, "Looking Back, Looking Forward: How the Economic Downturn Continues to Impact School Districts" indicate these top five high-priority uses:
- Classroom technology (57%)
- School modernization/repair (54%)
- Safety/security measures (40%)
- Connectivity (39%)
- Professional development (37%)
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