RSI Corporate - Licensing

I made my classroom look like the real-world—and test scores soared

E-School News – Anthony Johnson

“Think about the jobs in today’s economy — the ones we’re supposed to prepare students for after graduation. Are employees evaluated using bubble-in tests to prove they know the ins and outs of their job? Do they learn and use new skills one at a time in a vacuum? The questions sound a bit silly until you realize too often that’s what students take away from their education. Why is the culture to drill facts into students’ heads just to pass a test? Just like in the real world, my students show what they can do through projects, teamwork, and research. Is it working? Well, according to state science exams, my students consistently score higher than other science classes in my district.”(more)

How Teachers Are Bringing Financial Literacy Lessons to the Classroom

The U.S. News and World Report – Susan Johnston Taylor

“Millions of Americans don’t understand the basics of budgeting or saving for the future. Some kids get money lessons at home, but many parents lack financial knowledge or confidence themselves. Junior Achievement’s 2015 Teens and Personal Finance Survey sponsored by the Allstate Foundation found that millennial parents, ages 18-34, are the least confident about explaining money management to their kids, many of whom are currently in lower grades.”(more)

These 7 keys are helping one district better prepare its students

E-School News – Chris Marczak

“In any given third-grade classroom, you can find a student who is reading at a level far beyond their age, and another who is still working on letter recognition. How does a traditional classroom teacher with 25-30 kids manage such a wide range of students? As a district leader, how do I support our teachers and ensure that they are challenging students who are at a higher level while providing struggling students with proper support? These are the tough questions I asked myself when taking over as superintendent of Maury County Schools in Tennessee in August 2015. Within the first few months, we ditched the old literacy model to adopt a project-based focus; deployed instructional coaches (without hiring anyone); and launched a top-down, district-level approach that quickly gained bottom-up buy-in through school and community support. We also implemented a differentiated literacy program and digital library that measures reading with reading—not quiz scores and points.”(more)

Press Release: 50-State Comparison: K-3 Quality and Companion Report

Education Commission of the States – Staff Writer

“As pre-K and K-3 programs play a significant role in building a foundation for which a student’s future educational successes can be built upon, it is important that both areas provide a cohesive, high-quality educational experience. While the pre-K years are a critical time for early childhood development and have recently received much policy attention, children are at risk of losing the gains made in high-quality pre-K programs if the academic rigor and developmental practice does not continue during the K-3 years. Improving quality not just in pre-K, but also in the K-3 years can help to ensure that children meet key benchmarks and increase the likelihood of long-term student success. The new 50-State Comparison: K-3 Quality from Education Commission of the States explores key state-level policies that impact the quality of K-3 programs. The Companion Report for this 50-State Comparison highlights significant research findings in key K-3 policy areas.”(more)

Three ways to help end the disconnect between pre-k and early elementary education

The Hechinger Report – Alyssa Auck

“In the world of early learning policy, the disconnect between pre-K and K-3 policy is a popular topic of discussion. Birth to age 8 represents a critically important window of opportunity to develop a child’s full potential and to shape key academic, social, emotional and cognitive skills. A child’s experiences during these years can set them up for future success, or for failure, thereby exacerbating the achievement gap. Pre-K quality and accessibility have received much attention over the past 15 to 20 years and state and federal policymakers continue to allocate resources and prescribe policies geared toward ensuring high-quality pre-K experiences. While these efforts have provided a strong foundation for student success, it is important to simultaneously focus on improving the quality of the K-3 years. Without giving due attention to the quality of K-3, we are missing an opportunity to continue the positive momentum created by improved pre-K experiences.”(more)

The 100 things to do before leaving primary school

BBC – Staff Writer

“Falling asleep in a lesson or telling your teacher to “chill out” are among the 100 things primary-age children feel they should do before turning 11. As a million children wave goodbye to primary school, a Times Educational Supplement survey of 2,500 youngsters reveals their wish lists. The top 100 includes numerous pranks such as spinning on the teacher’s chair or being caught impersonating “Miss”. It also features life lessons such as failing so you can learn from mistakes. Helping younger pupils learn something and being kind to someone who needs a friend are also on the list produced from the survey of under-11s. And perhaps surprisingly, children saw the experience of losing or falling out with a friend as a key lesson for life learned in primary school.”(more)