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Spotlights & Case Studies
Real-Time Redesign Case Study: Monterey Peninsula Unified School District
This case study provides an overview of Monterey Peninsula Unified School District's experience progressing through Real-Time Redesign.
Teaching Practices
Simultaneous Learning: How can I effectively work with in-person and remote students at the same time?
Grappling with creating effective learning experiences for students in your in-person classroom and students learning remotely at the same time? This guide shares specific strategies that help ensure student engagement, ownership, and connection.
Strategies
Personalized Learning "Camping Trips" - Virtual Communities of Practice
Led by the Personalized Learning Department, Dallas ISD’s Personalized Learning Camping Trips guided teachers to choose from four domain indicators from the Personalized Learning Coaching and Development Rubric to narrow and determine goals for...
Artifacts
Rethinking Scheduling to Support Deeper Engagement with Cohorts
In response to the COVID-19 pandemic, Cedar Rapids Community School District rethought and adjusted scheduling to support deeper engagement with cohorts of students. The process helped students and teachers dive deeper into content and focus in...
Strategies
Restructuring Specials Schedules
In response to the pandemic, Cedar Rapids Community School district prioritized art and music by shifting the schedule to increase the frequency of classes from weekly to daily.
Strategies
Identifying Three Focus Priorities to Direct Improvement Efforts
In response to the pandemic, Cedar Rapids Community School District identified three critical, high impact strategies for the entire central office to focus on.
Strategies
Student-Led Equity Task Force
Monterey Peninsula Unified School District created a student-led, district-wide equity task force to create programs and initiatives to advance equity across the district, especially as the community transitioned to distance learning.
Strategies
Empathy Interviews and Co-Design Sessions
Monterey Peninsula took a design-thinking approach to identify challenges, listen to students, and co-design solutions.
Strategies
Using an Asset-Based Language Approach
Highline Public Schools intentionally reflect and improve their use of strengths-based (often referred to as asset-based) language when supporting and referring to students.
Strategies
Inquiry-Based Outdoor Immersion Program
Two second-grade teachers at Eisenhower Elementary of Hopkins Public Schools created a pilot outdoor immersion classroom, leveraging the outdoors to drive inquiry-based learning.
