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Coordination Between Core Content and Math Focus Teachers
Content and Focus math teachers have the same students throughout the semester and coordinate their teaching and data to best meet each student’s instructional needs.
Customized Learner Pathways
Students use learner pathways to progress through content and instruction. These pathways are modified based on what the students has shown they already know or need to work on.
Developing Academic Competencies
Creating district-level competencies that help clarify learning expectations for educators, students, and families.
District Support for Schools Shifting to Personalized Learning
Henry County Schools provides monetary support, invests in people, and takes time to talk through issues and challenges of transitioning to personalized learning.
How do I set up a station rotation model in my classroom?
Interested in implementing stations and not sure where to start? This guide will give you tangible resources and research, with key insights and strategies around culture, space, and routines.
Cisco Junior High School
Cisco Junior High School is a small district school in Cisco, TX, about two hours outside of Dallas, serving students in grades 6-8. Cisco ISD has scaled blended learning to 3rd-8th grade math and science, and is working toward scaling across...
Creating Warm-Ups to Fill Skill Gaps
Students have a daily warm-up activity that addresses learning needs and applies cross-curricular skills in math.
Formalizing Student Feedback with YouthTruth Surveys
Students are able to provide formal feedback each year through YouthTruth surveys.
Multiple Options for Working with Partners
Students have a large amount of choice as to whether they want to work with a partner or in a group and, if so, who they work with.
Designing Cisco ISD's Student Experience Pillars
Cisco ISD designed four core components of the student experience that it hopes to achieve through blended learning.
Supporting Teachers Shifting to Blended Learning
As a small district, Cisco ISD must be creative and intentional in how it allocates resources to support its blended learning teachers.