This nine-part edtech evaluation process was developed as part of The Learning Accelerator (TLA)’s partnership with the Massachusetts Department of Elementary and Secondary Education’s Office of Educational Technology and is included in TLA’s EdTech Systems Guide.
This three-part process to determine edtech needs was developed as part of The Learning Accelerator (TLA)’s partnership with the Massachusetts Department of Elementary and Secondary Education’s Office of Educational Technology and is included in TLA’s EdTech Systems Guide.
This four-part strategy to consistently engage stakeholders in edtech selection, implementation, and evaluation processes was developed as part of The Learning Accelerator (TLA)’s partnership with the Massachusetts Department of Elementary and Secondary Education’s Office of Educational Technology and is included in the EdTech Systems Guide.
In this example, the box plot illustrates the number of suspensions issued by each school during each year. The boxes represent the range of the majority of the data, with the horizontal line indicating the mean value. Each dot then indicates an outlier, a variable (or school) that exceeds the rest of the data.
This tool has been created to support teams when using The Learning Accelerator (TLA)’s Data Advocacy Guide. This workbook intends to foster productive dialogue within stakeholder groups to guide the collection and analysis of data to better advocate for the needs of students.
Leaders of virtual and hybrid programs can use this checklist to audit their program’s edtech stacks. This tool is designed to produce actionable insights about where edtech products support overall virtual and hybrid program quality. Additional information about the drivers of virtual and hybrid program quality can be accessed in The Learning Accelerator (TLA)’s report, Driving Quality in Virtual & Remote Learning.
We know the importance of learning experiences that happen beyond the confines of a traditional classroom. But how might federal policy support such experiences to prepare young people for life after high school? That’s where work-based learning comes in – a strategy designed to help students connect what they learn in the classroom with what is expected in the workplace by integrating learning with real-world applications in partnership with industry professionals.
While momentum is growing at the local and state levels to design and implement PK-12 through workforce pathways to support work-based learning, there is still much work to be done in creating truly supportive policy environments. This set of federal policy recommendations outlines how enabling policies could further incentivize and focus increased resources on pathways and work-based learning.
Hilltown Cooperative Charter Public School created a survey using Google Forms to learn more about how families were receiving information about the school’s events, announcements, and opportunities to be involved. The survey included demographic information so the staff could disaggregate the data and determine whether any trends were apparent within specific subgroups of their school community.
Planning is a critical cornerstone of educators’ work. To increase effectiveness in lesson planning, this worksheet helps educators apply steps from strong instructional design to improve backward planning and increase opportunities for student application, practice, and feedback.
Based on the Universal Design for Learning (UDL) framework, the UDL Guidelines serve as a tool to help educators and other members of the education sector implement best practices when designing teaching and learning experiences, with the goal of providing multiple means of engagement, representation, action, and expression to develop learners.
