Immersive Learning | Ģ��ý

Cooperative Minds: 5 Impactful Years of Teaching Students About Agricultural Co-ops

David Bryan — Mon, 19 Oct 2026 17:09:14 +0000

Key takeaways

In five years of the Cooperative Minds partnership, over 1 million students have learned about agricultural co-ops and the business model behind their success.
An agricultural co-op consists of farmers and agriculture professionals who pool their resources to ensure farms and ranches flourish.
Educators can use a variety of free, standards-aligned resources such as a Virtual Field Trip, a gamified learning experience, and videos of real agriculture professionals explaining their work.

October is National Co-op Month, and we’re excited that it marks five years of , a partnership between the CHS Foundation and Ģ��ý! Over the course of those five years, over 1 million students have learned about agricultural co-ops and explored the business model behind their success. They’ve worked on skills they need to collaborate with others who share the same interests. And they’ve taken that bring different aspects of agriculture and agricultural co-ops to life in engaging ways.

It seems especially appropriate to celebrate this anniversary when fall harvest season is in full swing across the U.S. Depending on the region, right now include pumpkins and gourds, cabbage, sweet potatoes, pears, apples, tomatoes, sweet corn, grapes, and melons. While students may understand the seasonal nature of food availability, they may not understand the role that agricultural co-ops play in growing crops and getting them from farms to the marketplace.

What Is an Agricultural Cooperative (Co-op)?

Educators, do you already know what an agricultural co-op is? If you don’t live near farmland in the U.S., this may be something you’ve not seen or learned about yet. A cooperative (co-op) is any business organization owned and governed by its members who use its products or services to work toward a common goal. An agricultural co-op consists of farmers and agriculture professionals who pool their resources to ensure farms and ranches flourish without exhausting those resources. They follow seven cooperative principles:

Voluntary and open membership
Democratic owner control
Member economic participation
Autonomy and independence
Education, training, and information
Cooperation among cooperatives
Concern for community

How Can You Teach Students About Agriculture Co-ops?

Since the CHS Foundation is focused on developing agriculture leaders, we partnered with them to create a variety of free resources that educators can easily incorporate into career-connected classroom instruction.

Virtual Field Trips

The Cooperative Minds Virtual Field Trip gives students a chance to learn about the power of agriculture co-ops, covering topics like agronomy, technology and precision agriculture, energy, grain, and processing. We provide a companion Educator Guide that includes student activities, a lesson plan, and more.

Gamified Learning Experiences

In the browser-based HARVEST: From Seed to Success experience, students take on the role of farmer. They get to consult agriculture professionals for soil sample analysis, choose a crop and fertilizer, decide when to harvest, and drive the combine to harvest the crop! Our Educator Guide explains the fundamentals of the game and offers engaging related activities.

Real-World Professionals and Careers

Professionals in a variety of agriculture-related fields give an inside look at working for and with co-ops in a series of videos and accompanying information. Professions to explore include grain trader, logistics superintendent, animal nutritional consultant, strategic sourcing specialist, and senior business analyst, IT. Ready-to-use activities let students investigate careers further.

Cooperative Minds makes it easy to bring agriculture co-op career-connected learning into your classroom. Get your no-cost, standards-aligned resources today!

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What Is a Student Information System? A Guide for School and District Leaders

Michael Healey — Thu, 08 Oct 2026 14:16:30 +0000

Key takeaways

A student information system, or SIS, gives schools one reliable place to manage essential records, but it is only as useful as the information entered into it.
An SIS manages official student data, while a learning management system supports the daily work of teaching and learning. The two systems should connect without duplicating work.
Choosing an SIS requires districts to look at more than just features and price. Data security, usability, integration, training, support, and long-term costs all affect whether the system will work well.

Every school district needs student information in order to operate. Attendance, student schedules, family information, grades, and transcripts must all be accurate and easily accessible. When that information is maintained across multiple platforms, routine tasks become more difficult than they should be.

A student information system brings all this information together, giving staff the information they need, when they need it. The software alone, however, is not enough; districts also need clear procedures, accurate data, appropriate access, and staff members who understand their responsibilities.

When the information is current and easy to find, staff members spend less time searching for answers and more time responding to student needs.

What Is a Student Information System (SIS)?

A student information system, commonly called an SIS, is software that schools use to collect, manage, and maintain official student records. It often begins with registration and follows a student through scheduling, attendance, grading, promotion, graduation, and withdrawal.

An SIS also contains family contact information, course histories, transcripts, discipline records, transportation details, and health information. Many SISs also include student or parent portals where students and families can view schedules, attendance, grades, and other important notices.

The SIS becomes the district’s central source for important student information, but that does not mean every employee should see every record. Permissions and access to the SIS should reflect each person’s role and responsibilities.

What Are Examples of a Student Information System (SIS)?

K-12 examples include PowerSchool SIS, Infinite Campus, Skyward, FACTS Student Information System, and state or regional systems. Product names matter less than what the district needs these systems to do.

Schools commonly use an SIS to:

Register students and collect required information.
Create schedules and assign students to courses.
Record attendance and notify families about absences.
Enter grades and produce report cards and transcripts.
Maintain demographic, health, discipline, and program records.
Complete state and federal reporting.
Create accounts and class rosters in other connected platforms.

No two districts use an SIS in exactly the same way. One may complete most tasks in one platform, while another connects separate systems for transportation, food service, special education, assessment, and communication. School leaders are responsible for the official source for each type of information.

Districts should also identify which system owns each data field and who is responsible for reviewing errors when information does not transfer correctly.

What Are the Pros and Cons of Using a Student Information System?

A student information system is different from a learning management system, although the two are often connected. An SIS gives schools one place to manage attendance, schedules, grades, family contacts, transcripts, and other official student records.

When implemented and used correctly, an SIS makes important information easier to find, improves communication, and reduces the need to enter the same information in multiple systems. It can also connect students and teachers to other district platforms, including a high-quality educational resource, without requiring separate roster updates.

Problems often show up when SIS expectations are unclear. Staff members may enter information differently, records may be incomplete or outdated, and employees may have access to information they do not need. Moving records into a new system can also take time and require additional training and support.

The goal of a student information system is to make school operations more organized and easy to access. If it creates confusion, inaccurate records, or duplicate work, district leaders need to review how staff use the SIS, clarify expectations, and provide the training and support staff need.

Types of Student Information Systems

Student information systems are often described by how they are hosted and organized. A cloud-based SIS is hosted by the provider. The vendor typically manages the updates, infrastructure, and maintenance. This can reduce the district’s technical responsibility, but it also makes the district dependent on the provider’s security, reliability, and service.

An on-site SIS is hosted on district servers. It may offer more local control, but the district is responsible for hardware, backups, updates, security, and staff expertise.

Some systems are comprehensive suites that include many operational functions. Other systems let districts choose specific components and connect them to existing platforms. State or regional systems may also be available to support local reporting requirements.

The right student information system should fit the district’s size, staffing, reporting requirements, and existing technology. Additional features provide little value if they are difficult to use or duplicate tools that already exist.

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SIS vs. LMS: What’s the Difference?

The simplest distinction is that the SIS manages the official student record, while the LMS manages the daily learning experience.

The SIS generally contains enrollment information, schedules, attendance, final grades, and transcripts. The LMS contains course materials, assignments, discussions, feedback, and learning activities. A teacher may score individual assignments in the LMS, but the final marking-period grade becomes part of the official record in the SIS.

These systems should work together. The SIS can send course and roster information to the LMS, which may return grades. A schedule change can then update a student’s digital courses without several manual changes.

Clear integration rules matter because a small technical problem can quickly affect rosters, student access, family communication, or the accuracy of information used by staff.

Why a Student Information System Matters for Schools and Districts

An SIS supports much of the day-to-day work required to keep a school up and running. Staff members need accurate attendance so they can follow up with families, reliable schedules so students are placed in the right classes, and up-to-date contact information to communicate during routine situations and emergencies.

SIS information can also support data-driven instruction by helping teachers and administrators identify patterns in attendance, achievement, discipline, enrollment, and program participation. An SIS does not determine what a school should do, but it can help staff identify a concern earlier and respond more quickly.

That only works when the information is accurate and reliable. Incomplete, outdated, or duplicate records often contribute to poor decisions. Districts need to make sure there are clear processes and procedures for entering and reviewing information, along with shared responsibility for correcting errors.

Districts also need to protect the information they collect by limiting access, reviewing vendor practices, training staff, and following federal, state, and local privacy requirements at all times.

How to Choose the Right Student Information System for Your School

Before looking at specific products, review how your district currently handles things like registration, scheduling, attendance, grading, family communication, and state reporting. Identify where staff members might enter the same information more than once or spend time correcting errors or duplicate information. This will help clarify what the district actually needs from a new SIS.

The people who use the SIS every day should be part of the review. Teachers, clerical staff, counselors, nurses, administrators, technology staff, and business officials interact with the system differently and will notice different strengths and concerns.

Districts should consider:

Ease of use and accessibility.
State reporting and records-management requirements.
Privacy, security, permissions, and audit controls.
Integration with the district’s LMS.
Data migration.
Staff training and ongoing customer support.
Reliability, contract terms, and future costs.

Choosing the system is only the beginning. Moving years of student records requires careful review, and staff members need training that reflects how they will use the system. Effective technology implementation also requires a clear purpose, continued support, and regular evaluation.

A student information system doesn’t get much attention when it works the way it’s supposed to. Students appear in the right classes, teachers have accurate rosters, families receive timely information, and required reports are completed. That is the goal.

The most effective SIS is not necessarily the one with the most features. It is the one that provides accurate information, protects student privacy, connects with other systems, and makes important work easier for the people serving students.

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What to Look for in a K–12 Social Studies Curriculum

David Bryan — Fri, 18 Sep 2026 21:38:15 +0000

Key takeaways

When evaluating a technology-based K–12 social studies curriculum, ensure it earns its place in the classroom.
Five key areas to explore: standards alignment and coherence; engagement and usability; differentiation, intervention, and enrichment; assessment, reporting, and progress monitoring; and implementation and progress monitoring.
Use our list of effective K–12 social studies curricula based on current research to aid your decision-making.

As students move from elementary to middle school and then high school, the focus of social studies instruction naturally changes. It starts with building a foundational understanding of civics, history, and community and then moves to developing critical-thinking skills and civil discourse abilities while diving into more complex issues and historical studies. Are you confident that your teams have what they need to deliver social studies instruction that has a real impact on learners?

Based on , a majority of educators are looking for high-quality resources and supports, including “high-leverage instructional practices and guidance.” An effective social studies program should provide those and more, but what to look for may not always be clear. In this article, we’ll walk through how to evaluate a K–12 social studies curriculum as you try to meet your school or district’s unique needs.

What Districts Should Consider Before Adoption

Is the social studies curriculum you’re evaluating completely or partially digital? If so, we recommend starting with the idea that every technology earn its place in the classroom. With this in mind, Ģ��ý has created a resource specifically for education leaders: Learning by Design: A District Framework for Evaluating Classroom Technology. This framework identifies six dimensions for deciding whether a technology was built to enable learning through distinct, technology-based instructional practices not easily replicated with print materials or offline activities.

Once you’re confident that a digital social studies program is worth investigating further, there are five areas to explore more in depth.

Standards Alignment and Instructional Coherence

When a program claims to be aligned to standards, what evidence does it provide? Does it document what standard or standards are covered in each lesson and provide a scope and sequence? Documentation may exist separately from lessons, but especially with edtech, there may be more than one way to see standards covered in each lesson. Of course, a supplemental social studies program will not cover all of the standards that a core curriculum will, but you should be easily able to see what standards are addressed.

Coherence can refer to how well key instructional system components such as state standards, curricula, and assessments regarding what instruction should look like. Without coherence, teachers may strictly use state standards as their guide, spend time leaning on their colleagues for support, or simply pull back from the instructional system as much as they can. Therefore, ensure that any K–12 social studies curriculum you’re considering will match your current messages about what instruction should involve.

Regarding instruction, coherence means that students encounter the same language, routines, and approaches, which end up reinforcing learning.

Student Engagement and Teacher Usability

As our Education Insights 2025–2026 Report showed, 90% of teachers, principals, and superintendents agree that engagement is critical to their students’ success. Despite this, 80% of students say they are bored in school at some point each week. What should you look for in a K–12 social studies curriculum that will keep students engaged? Getting students to think deeply, using technology intentionally, and providing real-world relevance are excellent indicators that programs will be engaging.

Even though a social studies curriculum may provide engaging lessons and content, does it make it easy for teachers to assign and deliver those lessons or share content with the class? Related to standards alignment and priorities, does the social studies curriculum give districts a way to help teachers focus on certain standards based on district goals? It may be easy to discount a program’s usability as a factor in teacher success, but poor usability may slow them down or convince them to avoid the program entirely, wasting funds and possibly reducing instructional quality.

Differentiation, Intervention, and Enrichment

Some form of support for differentiation in Tier 1 instruction is a must-have to reach as many learners as possible with a K–12 social studies curriculum. This could be ready-to-use resources that are already differentiated, clear guidance on ways to differentiate instruction to meet different needs, or technology that does some or all of the differentiation work for your team. Since manual differentiation is such a time-intensive effort for teachers, a social studies curriculum that lightens the load significantly should be a top priority.

Ideally, you’re looking at a social studies curriculum that also enables Tier 2 and Tier 3 intervention for students who need extra support and enrichment opportunities for students who need new challenges. Student benefits from working with a familiar program include a reduced cognitive load and greater instructional coherence, which can boost learning. For schools, this reduces the complexity of teachers’ toolkits, removes the need for supplementation on their own, and may offer cost savings over purchasing separate programs for each student group.

Assessment, Reporting, and Progress Monitoring

Formative and summative assessments, reporting, and progress monitoring all support data-driven decision-making, which strengthens teaching and learning in many ways. For example:

Improves the accuracy of placement in different tiers of instruction and boosts learning outcomes of struggling students
Informs instructional decisions and differentiation aimed at meeting individual student needs
Provides insight into student, classroom, school, or district performance overall

A K–12 social studies program that enables assessment, reporting, and progress monitoring offers similar benefits to those mentioned in our discussion of differentiation, intervention, and enrichment. These include a lower cognitive load for students and a less complex set of tools for teachers to master. Adopting a program with robust assessments built in could open up the possibility of dropping separate assessment solutions that you might be using.

Implementation and Professional Learning

Be sure to dive into what implementation would involve at the district, school, and classroom levels, like how the curriculum would fit into your current educator tools and resources and connect to existing systems. If you’re evaluating an edtech program, we identified seven action items for successful implementation that can serve as a guide. Don’t forget to ask a key question of the vendor: Do you provide implementation support to get us up and running with less time and effort?

K–12 social studies programs will likely include some professional learning, even if it’s limited to getting started, to help your team incorporate it in classroom instruction. Beyond the basics, the vendor should either bundle more extensive professional learning with the program or offer it as a separate package. Options may be virtual or in person, on demand or live, single or multi-session, or combinations of those. Once you see what your choices are, you can match them to your needs and preferences. To be effective, professional learning will have characteristics like a focus on strategies, active learning, collaboration, models of effective practice, and more.

What Makes a K–12 Social Studies Curriculum Effective?

Here’s what current research says effective K–12 social studies curricula do:

Use inquiry-based learning with primary sources
Include collaborative learning and meaningful classroom discourse that covers different perspectives
Map all lessons and assessments to specific standards that are identified for educators
Use hands-on activities to develop understanding
Offer Tier 1, Tier 2, and Tier 3 instruction using coherent language, routines, and approaches
Provide data-driven insights to inform instruction
Integrate differentiation, intervention, and enrichment coherently
Support teacher implementation through ongoing professional learning

Questions to Ask Before Choosing a K–12 Social Studies Curriculum

Now that we’ve explored various characteristics of K–12 social studies curricula, you might want to put together some questions that can help you decide on a particular program.��

For the vendor:

Do you have case studies or data from schools/districts like ours that have used this program?
What data would indicate this program is working for our students? How long should we expect it to take?
What is the total cost of implementation, including materials, professional learning, technology, and ongoing support? Over how many years?
How is technology used in the program?
Does the program include primary and secondary sources in different media, such as text, video, maps, audio, charts, and graphs?
Are students asked to evaluate sources, analyze evidence, and develop and substantiate arguments?
Do materials connect content to students’ lives and communities?
Is there an active learning community associated with the program?

Questions to ask internally:

Does this program address the specific challenges we’re facing?
How does this program align with our district’s strategic goals and priorities for social studies education?
What would we need to change to successfully implement this program?
How will this program work alongside our existing initiatives?
Do we have teacher buy-in for this program?

Ģ��ý Experience

We’ve got a supplemental K–12 social studies (and math, ELA, science, and careers) program well worth your consideration: Experience. It draws students in with inquiry-based learning, immersive learning activities, and real-world relevance. Teachers start every day with a personalized, subject-specific starting point that provides resource recommendations organized by instructional intent, quick access to topics by grade band, standards-aligned resources filtered for grade and location, and much more!

How does Experience measure up against the criteria we’ve explored? Here are just some of the ways it supports educator effectiveness and student achievement:

Teacher Usability: Find, filter, and align resources by grade, standard, topic, and program; use ready-to-teach lessons with built-in teacher notes; and choose strategies from the Instructional Strategies Center to pair with resources for instruction with minimal prep.
Differentiation: Assign resources (video, text, or interactive) at different levels, in multiple languages using the Immersive Reader, or with accessibility supports.
Progress Monitoring: Run Live Quiz for quick, interactive formative checks during instruction; build quick quizzes with AI TeacherTools | Assess and use the results to regroup or assign targeted practice; and create custom assessments using Assessment Builder.

See Ģ��ý Experience in action with a demo!

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Workforce Development Month: How to Bring Career Readiness Into Any Lesson

Lindsey Barham — Thu, 17 Sep 2026 14:42:36 +0000

Every September, Workforce Development Month is a reminder that career readiness isn’t a unit you teach once a year. It’s a habit you build into everyday instruction. But there’s a real gap between what schools believe is happening and what students are actually experiencing.

The Gap, By the Numbers

71% of administrators say students are learning about careers weekly. Only 19% of students agree.

79% of teachers and 85% of administrators agree most students aren’t aware of career options beyond a four-year degree.

By the time students reach ninth grade, many (78%) have already started forming ideas about careers that feel interesting, realistic, or possible.

95% of teachers say they need more resources to connect their lessons to real careers.

The message from educators is clear: they want career exploration in their classrooms, they just don’t have time to build it from scratch.

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Career Readiness Isn’t One More Thing to Add

The good news is that closing this gap doesn’t require a new unit or a new prep period. It requires small, repeatable moments that plug into the lessons you’re already teaching. That’s exactly what Ģ��ý’s free to educators, is built for and it’s the best place to start this Workforce Development Month.��

Start Here: STEM Careers Coalition and additional free educator resources

gives teachers career profile videos, ready-to-use lessons and activities, and virtual field trips that connect the science already on your lesson plan to real STEM jobs. Because it layers into instruction instead of replacing it, it’s the lowest-lift way to make career readiness visible to students all month long.

Strategy 1: The 3-Minute Career Bell-Ringer

Pick a�� career profile video (most run under three minutes) that matches the day’s topic.

Open class with it instead of a traditional warm-up.

Ask each student to name one skill the professional used that they also used in a recent assignment.

Keep a running “Skills We Share With Real Jobs” board and add to it all month.

This turns an abstract idea “this connects to a career” into something students can name for themselves, every single day.

Strategy 2: The Real-World Data Swap with Discover Data

Take a data set you’re already using in a math, science, or ELA lesson.

Swap in one of Discover Data’s real-world data sets tied to a career instead.

After the lesson, show students the role and person behind that kind of data — a data scientist, client solutions exec, data engineer.

If your school has capacity, invite an optional volunteer visit to make it concrete.

Strategy 3: The Challenge Pairing with Sustainable Futures

Identify a unit that already touches climate, energy, ecosystems, or food systems.

Pair it with a Sustainable Futures career tour showing a real professional solving that exact problem.

Close with a quick discussion or poll: “Which of these problems would you want to work on?”

Additional Free content for Biology, Health and STEM Teachers

: In a genetics unit, run a DNA Decoded lesson and use its built-in career guide to show students where genomics careers lead.

: Use a Futurelab+ module to connect a cells or genetics lesson to biotech careers — and the people those careers serve.

Powered by Lyda Hill Philanthropies, funds and amplifies STEM storytelling that highlights diverse STEM role models so girls can imagine and achieve their own STEM dreams. Have Bring a STEM expert to your classroom today

Beyond STEM: Career Talk Works in Any Subject

You don’t need a STEM classroom to make this work. brings virtual guest speakers, volunteer videos, and career spotlights into any subject area, so a history, art, or English class can make the same kind of real-world connection STEM classrooms do.

Want Deeper Support? Free PD This Month

If you want to go further than a single lesson,

Bringing Real-World Careers Into Everyday Instruction — using STEM Careers Coalition videos, career profiles, and hands-on activities to build workforce-ready skills.

AI Literacy for Learners — high-level strategies for preparing students for a digital workforce.
Real-World Connections — instructional strategies for using industry voices (guest speakers, volunteer video, Career Connect) to deepen career exploration.

Today’s Lessons Are Tomorrow’s Possibilities

Students don’t need one prescribed pathway — they need visibility into all the paths that exist. This Workforce Development Month, the fastest way to give them that isn’t a new initiative. It’s a three-minute video at the start of class, a swapped data set, or a five-minute discussion about who solves the problem you’re already teaching.

Download Our Latest Education Insights Report

Career readiness is a shared priority across K–12 education. But new research from Ģ��ý shows that while students and educators value career readiness, students do not always experience it consistently in everyday learning.

Download the Report

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What to Consider Before Purchasing AI for Schools

Michael Healey — Wed, 19 Aug 2026 13:36:19 +0000

Key takeaways

Begin with a clearly defined educational or operational need. An AI tool should solve a real problem, not just add another piece of technology to a district.
Pilot the tool in your own district with real students, real work, and a small group of users.
Decide what success should look like before the pilot begins so you can judge whether the tool is worth expanding.

School leaders are facing growing pressure to make decisions about artificial intelligence. New products appear almost daily, staff members are experimenting with free tools, and vendors are making ambitious claims about saving time, personalizing learning, and improving results. Boards of education and families also want to know how schools are preparing students for a world in which AI will be common.

Before making a purchase, a district should understand how a tool will be used, what problems it is expected to solve, and what new challenges it may create. The goal is to choose technology that improves teaching, learning, or school operations and is worth the time, cost, and effort required to implement it well.

For me, thinking about what to consider before purchasing AI for schools starts with a simple question: What problem are we trying to solve? Once that is clear, districts are in a much better position to determine whether an AI tool actually addresses that need and will make a meaningful difference for students and teachers.

What Should Schools Consider Before Purchasing AI Tools?

When determining what to consider before purchasing AI for schools, leaders should examine the tool from several perspectives. Instructional leaders need to consider educational value, technology staff must review privacy and integration, and teachers and students can speak to usability. Business officials need to understand the full cost and contract terms.

That review should also account for the fact that AI is different from many traditional digital tools. Its outputs can change based on the user, the prompt, and updates to the underlying model. It can generate inaccurate or biased content with complete confidence. A feature that performs well during a vendor demonstration may respond differently when used by hundreds of students across a range of ages, needs, and reading levels.

Schools should ensure the tool is a good fit for the students and staff who will use it, and that people, not the technology, remain responsible for important decisions. If the tool gives feedback, evaluates student work, or helps shape decisions about a student, schools should be especially careful.

Does the Tool Solve a Real Problem and Align with Your Goals?

Before scheduling demonstrations, write a short problem statement. Teachers may need a faster way to create accessible first drafts of materials, or students may need timely practice and feedback in a specific skill.

The more specific the problem, the easier it becomes to evaluate the product. Ask the vendor to demonstrate the tool using realistic district tasks, content, and users. A polished generic demonstration may show what the product can do under ideal conditions. It does not show whether it will work within the district’s curriculum, technology systems, policies, staffing, or daily schedule.

Leaders should identify what should improve if the purchase is successful. Will teachers save measurable planning time? Will students receive better feedback? The measure does not need to be complicated, but it should be established before the purchase.

AI should also fit within the district’s broader approach to teaching and learning. A strongK-12 online learning platform can provide high-quality content and flexible ways for teachers to engage students. AI features should strengthen that work while preserving the role of the teacher, the integrity of the curriculum, and the thinking students need to do for themselves.

How Should Schools Evaluate AI Data Privacy and Security?

A privacy review cannot be reduced to merely locating the words “FERPA compliant” on a vendor website. Districts need to know what the tool collects, why it collects it, where it stores the information, how long it retains it, who can access it, and whether it uses it to train an AI model. They should also determine what happens to district information at the end of the contract.

To do this effectively, it’s helpful to start with rules established at the federal level. The U.S. Department of Education’s provides FERPA guidance for schools, and the Federal Trade Commission’s covers the online collection of personal information from children under 13. Districts also need to follow state laws, board policies, records-retention rules, and local purchasing requirements. For example, in my state, New York Education Law § 2-d includes additional requirements for protecting student data and personally identifiable information.

The contract matters, too. District leaders should ensure it clearly explains who owns the data, how it can be used, how it is protected, what happens in the event of a breach, how information is deleted, and whether the vendor can use the data for advertising or other commercial purposes. It is also important to ask how the vendor tests its security and fixes problems when they are found.

Privacy and security should be part of the decision from the beginning. If a district cannot clearly explain what data is being collected, how it is being used, and how it is being protected, it is not ready to require the use of the tool.

Why Do Teacher Training and Total Cost of Ownership Matter?

An AI tool can be easy to access yet difficult to use well. Teachers need time to understand where it adds value, where it can make mistakes, what information may be entered, and when its output requires closer review. They also need examples connected to their actual responsibilities, not training built entirely around the “perfect” prompts to use.

Professional development should begin before the tool is rolled out and continue once staff start using it. Early training helps people understand how the tool should be used, while follow-up support gives teachers a chance to ask questions and work through problems that come up.

When it comes to cost, district leaders also need to look beyond the annual license fee. Other costs may include setup, rostering, data integration, staff training, substitute coverage, technical support, and future price increases. There is also a time cost to consider. Time spent implementing one product is time that cannot be spent on other district priorities.

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5 Questions to Ask Before You Buy an AI Tool for Your School

1. What Specific Problem Will This Solve?

Start by clearly identifying the problem the district is trying to solve and who the tool is intended to help. Be specific about what you want to improve and how the tool could help. If the main reason for purchasing it is simply that the features look impressive or other districts are using it, that is probably not enough reason to move forward.

2. Will the Tool Work in a Real School Setting?

Ask your vendors for more than testimonials. Take a look at who tested it, who participated, and what the results showed. Then try it in your own district with a small group of students, use real work, and set clear expectations for what success should look like.

3. What Could Go Wrong, and How Will People Remain in Control?

Test for inaccurate, biased, inappropriate, or inconsistent outputs. Determine how users report problems, how quickly the vendor responds, and which decisions always require educator review. The offers a useful structure for identifying and managing AI risk.

4. How Will the Tool Protect Student and Staff Data?

Do not rely only on a vendor’s word alone. Review the privacy policy, security information, and contract language. Make sure you understand what data the tool collects, how long it keeps that information, whether it is used to train the system, who else can access it, and how the data is deleted when it is no longer needed.

5. What Will It Take to Implement the Tool Successfully?

Look beyond the cost and consider what it will take to use the tool effectively. Decide who will introduce it, train staff, provide support, monitor use, and review the results. Set those expectations up front so the tool doesn’t become another subscription purchased but rarely used.

Making the Right AI Purchasing Decision

Schools do not need a complicated process for every AI tool, but they do need to evaluate each one consistently. A simple checklist can help define the need, review the evidence, check privacy and security, test accessibility and accuracy, and decide how to measure success.

Most importantly, test the tool on a real classroom or operational need before making a larger commitment. Listen to the people who will use it and to those responsible for privacy, security, and implementation. If the tool isn’t ready or doesn’t meet the district’s needs, don’t be afraid to walk away, even if the demonstration was impressive.

An AI purchase should make work easier, improve learning, and earn the trust of students, staff, and families.

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Ready for Life: Building Skills, Confidence, and Healthy Habits That Last

Dr. Sharon Jones, Ed.D — Wed, 12 Aug 2026 14:57:32 +0000

Once of my most influential moments as an educator was a conversation I had with a student. The conversation was not for help with a coding problem, but to seek guidance on a delicate situation unfolding in a group chat. It had nothing to do with the curriculum, and everything to do with the kind of judgment call students make dozens of times a day without ever being taught how. I remember thinking: this is the part of school nobody puts on a syllabus, and it’s often the part that matters most.

That conversation is why this final piece of our back-to-school series is the one closest to my heart. Academic skills get students ready to learn, but life skills get them ready for everything else. Confidence, safety, healthy decision-making, financial common sense. These aren’t separate from a strong school year. They’re what make one possible.

A new school year is the perfect moment to build those skills alongside academic ones. Students are absorbing routines, testing boundaries, and figuring out who they want to be in a new grade, a new classroom, sometimes a new school altogether. The educators and partner organizations who show up for that moment with resources that are honest, age-appropriate, and genuinely useful do something worksheets never can: they help a student walk into the hallway a little more prepared for whatever the day brings.

Support Healthy, Informed Decision-Making

Every student will eventually face a moment where peer pressure, stress, or simple curiosity puts them at a crossroads. The goal isn’t to shield them from those moments, it’s to make sure they’ve practiced thinking through them before the moment arrives.

, developed with Ģ��ý, gives K–12 classrooms interactive lessons, videos, and activities built around exactly that kind of practice: managing stress, understanding mental health, navigating peer pressure, and making informed choices about medication safety and substance misuse. The program meets students where they are by grade band, from a read-aloud on medicine safety in early elementary to choose-your-own-path decision-making scenarios in high school. It’s the kind of resource I wish I’d had ready-made when a class conversation veered somewhere I knew mattered more than the lesson plan.

Build Confidence That Extends Beyond the Classroom

I’ve watched a brilliant piece of student work get buried under “it’s probably not good enough” more times than I can count. Confidence isn’t a soft skill, it’s the thing that determines whether a student raises their hand, submits their best work, or tries again after getting something wrong.

resources, created with Ģ��ý, give educators tools to build body confidence, counter bullying, and support healthy self-esteem from elementary through high school. From the Loving Me series for K–2 classrooms to animated topic videos and self-esteem kits for older students, the program gives teachers a structured, age-appropriate way to open conversations about identity and confidence that too often get left to chance.

Teach Everyday Safety Skills Early

Safety education works best when it’s built into a student’s routine long before it’s ever tested in real life.

, in partnership with Ģ��ý, equips K–3 students with standards-aligned fire safety and prevention resources designed to make those lessons memorable rather than forgettable. It’s a small, concrete example of a bigger idea: the earlier students practice a safety habit, the more likely it becomes second nature.

Address Substance Misuse Prevention Directly

Some of the most important conversations in a classroom are also the hardest to start. Giving educators a well-built entry point makes all the difference.

, developed with Ģ��ý, supports the national effort to prevent opioid misuse with classroom resources designed for schools, homes, and communities alike. Programs like this remind me that prevention isn’t a single lesson, it’s an ongoing, honest conversation that schools are uniquely positioned to help carry forward.

Bring Financial Decision-Making to Life

Confidence and safety go hand in hand with another life skill students need well before graduation: the ability to make sound financial decisions under real-world pressure.

, part of the Pathway in Schools program, turns financial literacy into an interactive investigation game where students set goals for savings, career success, well-being, or lifestyle and navigate daily decisions about working, spending, investing, and protecting their money. Paired with classroom activities like the Borrowing Olympics and Data Dollars, it’s a hands-on way for students to feel the weight of a financial decision before it’s one they’re making on their own.

More Life-Ready Resources on the Way

We’re also looking forward to SCC’s Future Ready Skills, a new resource launching soon that will add even more support for helping students build the practical, real-world skills they’ll carry with them long after they leave the classroom. Keep an eye out for it this school year.

The Whole Student, Ready for What's Next

Academic readiness matters. So does the confidence to raise a hand, the judgment to make a healthy choice under pressure, the habit of thinking through a decision before making it, and the basic safety skills that keep a student secure at school and at home. That’s the throughline across this entire series, exploring what’s next, learning through real-world connections, and now, building the skills that carry students through everything in between.

“This school year, my hope for every educator is the same one I carried into my own classroom and every classroom I enter: give students the tools to walk out more capable, more confident, and more prepared than they walked in and don’t over think it! That's what a "Ready for Life" school year really looks like.”

— Dr. Sharon Jones

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Ready to Learn: Bringing STEM and Academic Enrichment to Life Through Real-World Learning

Dr. Sharon Jones, Ed.D — Thu, 30 Jul 2026 21:20:16 +0000

I still remember the moment a lesson stopped being a lesson. I taught computer science, and I had a class working through what was, on paper, a fairly ordinary unit on logic and loops but comprehension was not happening. So, I paused, and reframed the opening question. Instead of “What is a conditional statement?” I asked, “How would you build something that actually solves a problem your friends have?” The room changed. Hands went up. Kids who normally waited out a lesson were suddenly arguing with each other about the best approach. That’s the moment I go back to every time someone asks me why real-world learning matters: it’s not a teaching technique, it’s a switch that gets flipped in a student’s head. It is what I call the light bulb moment and it is amazing.

When students ask questions, investigate ideas, and solve authentic problems, learning becomes more than memorization. It becomes an experience. And in my years in the classroom, the lessons that stuck, the ones students still mentioned years later, were never the ones I lectured through. They were the ones where students had to think like someone else: a scientist, an engineer, a financial planner, an analyst.

Today’s students are preparing for a world that demands critical thinkers, creative problem-solvers, and collaborative innovators. By connecting classroom instruction to real-world challenges, educators can transform everyday lessons into meaningful opportunities that inspire curiosity and deepen understanding. It creates a culture in your classroom that provides you, as the educator, the opportunity to facilitate and watch the authentic learning experiences help students see that what they’re learning today has real value tomorrow.

Dig Into STEM with Real-World Problem Solving

One of the best ways to engage students is by presenting them with the same kinds of challenges professionals solve every day. I used to tell my students: nobody in the real world gets handed a worksheet, they get handed a mess, and they have to figure out what questions to even ask.

Imagine beginning a science lesson by asking students, “How can we responsibly access the natural resources needed to power our everyday lives while protecting the environment?” Instead of simply reading about mining, students investigate the science behind Earth’s resources, evaluate multiple perspectives, and design potential solutions.

classroom activities provide hands-on STEM investigations that connect earth science, engineering, environmental stewardship, and critical thinking through authentic industry examples. Students become problem-solvers while exploring how science and innovation work together to address complex global challenges.

Build Financial Confidence Through Real-Life Decision Making

Financial literacy is a life skill every student deserves, and it’s one I wish I’d had more tools for earlier in my career. Students make financial decisions every day, from saving money to understanding needs versus wants and those decisions become increasingly important as they grow. By incorporating financial literacy into everyday instruction, educators help students develop responsible decision-making skills that extend far beyond the classroom.

A simple classroom activity might ask students to create a budget for a school event, compare the costs of different materials, or determine how to save toward a personal goal. I found these were often the lessons where the quietest students spoke up first because suddenly the math had stakes they actually cared about. These authentic scenarios strengthen mathematical reasoning while helping students understand the value of planning, budgeting, and informed decision-making.

resources make financial literacy engaging through classroom activities that connect mathematics, economics, and real-life financial choices in meaningful ways.

Help Students Discover the Power of Data

Students encounter data every day (although they do not always know it) , from sports
statistics and weather forecasts to social media trends and public health
information. Learning how to interpret and question data prepares them to
become informed citizens and confident decision-makers, and it’s a skill I’ve
watched grow only more urgent as students’ information comes at them faster
every year.

One engaging lesson might have students survey their classmates about favorite
books, school lunches, or after-school activities. After organizing the results
into graphs, students analyze patterns, ask questions, and discuss what
conclusions they can and cannot draw from the data. That last part matters as
much as the graphing itself; teaching students to notice what data doesn’t tell
them is one of the more underrated skills we can build.

The resources introduce students to data literacy through engaging investigations that strengthen analytical thinking, mathematical reasoning, and
evidence-based decision-making.

Inspire Environmental Innovation

Today’s students are tomorrow’s environmental leaders. Helping learners investigate
renewable energy, climate solutions, and sustainable practices encourages them
to think critically about the role they can play in creating healthier
communities.

Innovation resources immerse students in
authentic environmental investigations that connect science, engineering, and
community impact. Through inquiry-based learning, students develop solutions to
real-world environmental challenges while strengthening STEM knowledge and
collaboration skills.

Design Ģ��ý for a Sustainable Future

Engineering begins with curiosity. A simple design challenge such as creating a structure
that keeps water cool, designing an energy-efficient classroom, or improving
airflow in a model home encourages students to think like engineers while
applying concepts from science and mathematics.

teacher-led activities help students explore sustainability, energy efficiency, and engineering design through engaging, hands-on investigations that
demonstrate how STEM learning improves the world around us.

Authentic Learning Creates Lasting Learning

Students remember experiences more than worksheets. I can still tell you what my students built, argued about, and got wrong before they got it right. I couldn’t tell you what was on most of the quizzes I gave. When students investigate authentic questions, collaborate to solve meaningful problems, and connect learning to the world around them, they build deeper understanding and stronger academic confidence.

Real-world learning doesn’t require a complete curriculum redesign. It starts with asking meaningful questions, encouraging curiosity, and giving students opportunities to think like scientists, engineers, mathematicians, financial planners, and innovators.

This school year, help students move beyond learning about the world and empower them to learn through it. Because the most powerful learning happens when students discover that they have the knowledge and skills to make a difference.

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5 Largest Education Trends for the 2026-2027 School Year

Michael Healey — Wed, 22 Jul 2026 13:26:41 +0000

Key takeaways

2026-2027 Education Trends will require schools to focus on the changes that matter most, not every new tool, program, or initiative.
AI, flexible learning, and new graduation pathways will require clear expectations so students are supported without lowering standards.
Students need learning that connects to life beyond school, including career readiness, real-world application, and the ability to manage challenges and responsibilities.

Every school year brings new priorities, but the 2026-2027 school year feels different because schools are responding to several changes at the same time.

Students are growing up with artificial intelligence, constant access to information, new career options, and changing expectations for college and work. Teachers are trying to help students build academic skills while also preparing them to think clearly, use technology responsibly, communicate well, and make decisions about their future.

That is a lot to ask of schools.

The biggest challenge is deciding which changes deserve time and attention. Schools cannot chase every new idea, tool, or program that comes along. They have to focus on the work that maximizes what students learn and how they grow, and prepares them for what comes next.

An effective k-12 learning platform can support that work by providing teachers with useful resources, helping students connect learning to the world around them, and supporting instruction across all content areas.

The following 2026-2027 Education Trends highlight key areas schools will need to consider in the year ahead.

Responsible AI and Digital Literacy

AI is not going away. Students are already using it, hearing about it, and seeing it show up in nearly every part of life outside of school. Schools no longer need to ask whether students will use AI; they need to decide how to help students use it responsibly.

That work needs to be integrated into the digital literacy instruction schools are already building.

Students need to understand that AI can be useful, but it is not always accurate. It can help with a number of tasks, including organizing ideas, explaining a concept, or supporting research, but it can also produce wrong information, incomplete or misleading responses, or work that does not reflect a student’s own thinking.

In the coming year, schools will need to teach students when AI is appropriate to support learning and when it is not. They will also need to help students understand academic integrity, privacy, and the difference between getting help from AI and having it complete the assignment for them.

Teachers need support with this, too. They should not have to create AI rules one classroom at a time. Schools need to support teachers and students by creating clear expectations and consistent messaging around AI use.

In 2026-2027, responsible AI use will become part of a larger conversation about��technology in the classroom. The goal should not be to use more technology, but rather to help students use technology better.

More Meaningful Graduation Pathways

Traditionally, graduation from high school has always been treated as crossing a single finish line. In order to receive their diploma, students must complete the required courses, earn the required credits, and pass the required exams. Those all still matter, but schools are also beginning to recognize that students often need different ways to show they are ready for what comes next.

That is why new pathways to graduation will continue to be an important trend.

We have long known that students do not all follow the same path after high school. The problem is that many schools have not created enough meaningful pathways to match that reality. That is changing. In the coming year, schools need to begin preparing students for different graduation options without lowering expectations.

That may include career and technical education, early college courses, internships, work-based learning, performance tasks, and other experiences that help students connect school to future opportunities while demonstrating the skills and proficiencies required for graduation.

This is where��career readiness fits into the larger picture. It should not be the only focus of high school, but it should be a significant part of how schools help students think about graduation, planning, and life after school.

The strongest pathways will still require reading, writing, problem-solving, and communication, but students will need more opportunities to see how those skills connect to the direction they may want to go.

Personalized and Flexible Learning

Schools are also transitioning to more personalized and flexible learning opportunities. That does not mean every student will get a completely different education. It means schools are now better at understanding and paying closer attention to how students learn, where they need support, and how they can demonstrate competency.

These personalized and flexible learning opportunities move away from the one-size-fits-all approach that has not always worked well for students or teachers.

In 2026-2027, schools will continue looking for ways to make learning more flexible without making it disorganized. That may include more small-group instruction, adaptive tools, student choice, flexible pacing, blended learning, targeted intervention, or different ways for students to demonstrate what they know.

Focusing on flexibility should not make the learning goal less clear. Students still need to know what they are expected to learn, why it matters, and what they need to do to improve.

This also depends on having good information to guide instruction. Teachers need to know what students understand and where they are struggling. That information can come from assessments, student work, discussion, observation, and digital tools, but it only matters if it helps teachers make better decisions.

This kind of learning requires planning and additional support for teachers. As schools move toward more personalized and flexible learning opportunities, they need to be thoughtful about how they use tools, schedules, and instructional strategies so flexible learning supports students instead of creating confusion.

Learning Beyond the Traditional Classroom

Students benefit when they realize that learning does not only happen inside the four walls of a classroom. More schools are looking for ways to connect learning to real places, real problems, and real experiences.

That may include things like community-based projects, internships, field trips, service learning, outdoor learning, local partnerships, guest speakers, or classroom projects connected to real-world topics.

The format can vary, but the idea is the same: students need opportunities to apply what they are learning.

This is one reason project-based learning continues to be part of the conversation. When planned well, it gives students a chance to work through a question or challenge in a deeper, more authentic way.

These experiences should not feel like extras that happen after the “real” learning is done. They should be connected to the learning goals. Students should still be reading, writing, analyzing, discussing, and explaining their thinking.

In 2026-2027, more schools will look for ways to make learning feel more connected to the world students are preparing to enter.

Embedded Student Well-Being and Readiness Skills

Student well-being will continue to be a major issue, but schools are starting to think about it differently. It cannot be treated only as a separate program or a lesson that happens once in a while. It needs to be part of schools’ regular work.

Students need to learn how to manage challenges, communicate with others, work through frustration, ask for help, and make decisions. These skills are connected to learning, attendance, relationships, behavior, and readiness for life after graduation.

This does not mean teachers need one more thing added to their plates. It means schools should look at where these skills already show up.

They show up when students work in groups, revise work after feedback, explain their thinking, listen to a different point of view, or keep working through a difficult task. They also show up in advisory programs, counseling, classroom routines, student leadership, extracurricular activities, and career planning.

In 2026-2027, more schools will focus on embedding student well-being and readiness skills into the full school experience. That includes helping students build confidence, communication, adaptability, responsibility, and the ability to keep learning.

These skills matter because students are preparing for a world that will continue to change. They will need academic knowledge, but they will also need to manage responsibilities, work with others, exercise good judgment, and respond to changes in plans.

Schools cannot remove every challenge students will face, but they can help students build the skills to handle challenges more effectively.

Preparing for the 2026-2027 School Year

The largest trends for the 2026-2027 school year all point to the same central theme: schools need to prepare students for a future that is changing quickly, without losing sight of what meaningful learning requires.

Students need to use AI and technology responsibly, have clearer pathways to graduation, and experience learning that is flexible enough to meet different needs while still focused on clear expectations. They also need opportunities to apply what they know beyond the classroom and build well-being and readiness skills throughout the school experience.

None of that happens through a single program or initiative. It happens when schools are clear about what matters and consistent about how they support students and teachers.

Every new school year brings new challenges, but these 2026-2027 Education Trends also give schools an opportunity to focus on work that can make a real difference for students.

The goal is not to do everything. It is to do the right work well.

Discover the Latest Education Data

Get your free copy of the 2026-2027 Education Insights Report: Learning with Purpose

Download Now

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Back to School: Helping Students Discover Their Future This School Year

Dr. Sharon Jones, Ed.D — Mon, 20 Jul 2026 16:19:04 +0000

The start of a new school year is always electric. It is packed with fresh faces, big ideas, and endless moments to spark a fire in our students. As educators, we are not just teaching a curriculum; we are opening doors. We have the incredible opportunity to help students look into the horizon and see themselves thriving in the future.

We’ve all heard that classic classroom question: “Dr. Jones, when am I ever going to use this in the real world?”

That’s where career-connected learning changes the game. When we connect daily lessons to the real world, the lightbulbs go on. Whether our students are demystifying artificial intelligence, looking into environmental responsibilitysustainability, or sharpening those human-centric communication and collaboration skills that employers crave, they aren’t just gaining facts—they are building deep, unshakeable confidence.

The data and our own classroom experiences tell us the same thing: when students see how their learning connects to real life, engagement skyrockets. By intentionally weaving career exploration into our routines this year, we can equip every learner with the mindset and agility they need to lead in a fast-paced, tech-driven world. Let’s explore some opportunities to implement career connections in our classrooms through AI, STEM, and Industry partners.

Build AI Literacy for the Next Generation

Let’s be real: artificial intelligence isn’t some futuristic sci-fi concept anymore. It’s sitting right in our students’ pockets and influencing their daily lives. Our job isn’t to keep them away from it, but to teach them how it works, how to use it ethically, and how to think critically about its impact. AI literacy is the new digital citizenship!

Here is a quick, fun way to introduce AI to your classroom tomorrow! Try a “Human vs. Machine” challenge. Show your students a series of animal photos and ask them to name them. Easy, right? Then, kick off a chat about how they did it. We humans use our life experiences, context, and senses to recognize patterns. An AI, on the other hand, relies entirely on massive piles of training data to make an educated guess. This quick exercise gets students thinking critically about data bias, how machines “learn,” and exactly why human empathy and judgment will remain essentialalways be irreplaceable.

To help you bring these concepts to life, the collection is packed with classroom-ready lessons. These resources make it simple to teach ethical decision-making and critical thinking, turning your students into confident, responsible digital citizens who dominate lead with technology rather than just consuming it.

Prepare Students with Future-Ready Skills

Technical know-how is fantastic, but we also need to talk about durable skills. I’m talking about the power skills: communication, collaboration, creativity, and adaptability. These are the human traits that keep students resilient no matter how much technology evolves. We want them to see the impact of how academics can be applied to real life. This happens through integration of academics with hands-on learning, aka STEM.

Ģ��ý has created a powerful resource to make it easy for us as educators to implement. The resources are perfect for intentionally embedding durable skills into your existing lessons. They provide awesome, hands-on experiences that challenge students to problem-solve together, building the confidence they need to walk any career path they choose.

More Resources to Inspire Career Exploration

We want our students to dream big, and that starts with showing them what’s actually out there! Ģ��ý’s incredible industry partners have created fantastic resources to introduce your learners to real professionals and cutting-edge industries.

Discover Careers in Environmental Education Sustainability with ITRON

From engineering greener grids to smart infrastructure, environmental sustainability careers are growing rapidlyexploding. The introduce students to real-world innovators working to protect our planet and build smarter cities. It’s the perfect way to show your students how they can solve tomorrow’s biggest environmental challenges.

Explore Career Opportunities with CHS

Modern agriculture is a high-tech frontier! It’s all about data science, drone technology, engineering, and global logistics. helps students look beyond the traditional farm and discover the massive wave of tech and innovation driving the agricultural cooperative industry today.

Build Workforce Readiness with Dell Technologies

Prepping students for life after graduation means ensuring they are digitally fluent and workplace-ready. resources offer awesome support for fostering critical thinking and collaboration while introducing students to dynamic career pathways across the tech landscape.

Continue Your Own Learning

To inspire our students, we have to keep our own cups full! Continuous learning is where the magic happens for us as educators.

Ģ��ý’s professional learning partnership with IBM SkillsBuild is designed to empower you. These high-quality sessions give you the practical strategies, tech confidence, and cutting-edge insights you need to bring AI concepts and career-connected learning straight into your classroom with ease.

Start the Year by Inspiring What's Next

Back-to-school season isn’t just about organizing classrooms and setting up seating charts, it’s about launching futures.

Every single lesson is a chance to bridge the gap between school and a career. Every group project is an opportunity to practice collaboration. Every conversation can be the spark that makes a student say, “Wow, I can actually do this.”

This school year, let’s commit to empowering our students to explore emerging technologies, discover unexpected pathways, and build the durable skills they’ll use for the rest of their lives. Just start with one lesson and see how it goes. You will be blown away by the impact.

When we inspire students to see what’s possible, we give them the power to build it!

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Core vs. Supplemental Curriculum: Key Differences for Schools

Michael Healey — Fri, 10 Jul 2026 13:53:30 +0000

Key takeaways

Core vs supplemental curriculum helps schools understand what each one is supposed to do and how both can support instruction.
Core curriculum provides the main instructional foundation for standards, pacing, lessons, and expectations.
Supplemental curriculum works best when it solves a clear problem, supports the core curriculum, and helps teachers meet student needs.

Curriculum decisions show up in classrooms every day. They affect what teachers teach, what students practice, how lessons are paced, and how schools know if students are learning.

That is why these decisions matter so much.

When curriculum work is clear, teachers have a stronger foundation to work from, and students experience lessons that build from one skill to the next. When it is unclear, teachers may have too many resources in front of them without a clear understanding of which one should lead instruction.

This is where the difference between the core curriculum and supplemental curriculum becomes important. A��K-12 online learning platform��can support this work, but the larger question for schools is still the same: what role is each resource supposed to play?

Understanding core vs supplemental curriculum��helps schools make better decisions, use resources more effectively, and keep the focus where it belongs: on teaching and learning.

What Is Core Curriculum?

The core curriculum is the primary instructional program schools use to teach required content. It is almost always connected to state standards, grade-level skills, and the order in which students should learn key skills and content.

In simple terms, the core curriculum is the foundation.

A district may have a core math program, English language arts program, science program, or social studies program. Those materials help define what students should learn, when they should learn it, and how skills should be built over time.

An effective core curriculum should give teachers structure without taking away professional judgment. Teachers still need to respond to the students in front of them. They need to adjust pacing, check for understanding, lead discussion, reteach when needed, and decide how to make a lesson work in their classroom.

But teachers should not have to create the entire road map on their own.

A good core curriculum gives teachers a common starting point and a clear destination. From there, teachers should still use their professional judgment to decide how to move their class through the lesson, where students may need more support, and when the pace needs to change.

That matters in a district. If every classroom uses different materials, students may not have the same access to important skills and content. Teachers may also struggle to plan together because they are not working from a shared structure.

The core curriculum should answer basic questions. What are we teaching? What skills should students build? How does this connect to standards? How will we know if students are learning it?

When those questions are clear, schools are better positioned to support both teachers and students.

What Is Supplemental Curriculum?

Supplemental curriculum is added to support the core curriculum, not replace it. These materials should help teachers fill gaps, provide additional practice, or give students another way to understand and apply what they are learning.

For example, a reading program may teach the main comprehension skill. A teacher might then use a short article or video to help students practice that same skill with new content.

Even a strong core program will not meet every student’s needs on its own. Students come to school with different strengths, interests, needs, and experiences. Teachers often need additional resources to make learning clearer, more engaging, or more connected to the world students know.

The key is that the supplemental curriculum needs a purpose.

When used well, supplemental materials strengthen instruction. If they are used without a plan, they can create confusion. Teachers need to know when to use them, why they are being used, and how they connect to the core curriculum.

Supplemental curriculum should have a clear reason for being used, whether that is to give students more practice, help them access a difficult concept, extend learning, or help them apply what they are learning. When that purpose is clear, supplemental materials become easier for teachers to use and easier for students to connect to the larger lesson.

What Are the Key Differences?

The biggest difference between core and supplemental��curricula��is the role each plays.

Core curriculum drives the main instructional plan. It helps determine pacing, alignment with standards, instructional priorities, and assessments. Supplemental curriculum should support the core plan and strengthen it, not compete with it.

Another difference is consistency. The core curriculum is usually used across a grade level, a department, a school, or a district. Supplemental curriculum is often used more selectively for students who need intervention, enrichment, a connection to a current issue, or additional practice.

There is also a difference in how decisions are made. Choosing a core curriculum is usually a major district decision. It may involve teachers, administrators, curriculum leaders, board approval, professional development, budgeting, and implementation planning.

Supplemental curriculum can sometimes be added more quickly, but it still needs to be reviewed. If too many tools are added without a clear plan, schools can end up with overlap, gaps, and confusion.

This is why��curriculum alignment��matters. Schools need to know where each resource fits, what needs it addresses, and how it supports the learning goal.

The core curriculum should be reviewed to ensure it aligns with standards, is clear for teachers, and is strong enough to guide instruction. Supplemental curriculum should be reviewed to ensure it aligns with the core curriculum, addresses a real need, and is easy for teachers to use.

The best supplemental materials do not distract from the core curriculum; they make it stronger.

Explore K-12 Curriculum Resources

See how Ģ��ý can support educational leaders.

Browse Resources

How to Know Which One Is Best for Your School

Schools usually need both core and supplemental curricula. The decision on which is best should start with the problem the school is trying to solve.

If a district does not have a consistent instructional foundation, the issue may be the core curriculum. If teachers are building everything from scratch, using very different materials, or struggling to align instruction with standards, a stronger core may be needed.

If the core curriculum is solid but students need more practice, enrichment, intervention, or real-world connections, then supplemental curriculum may be the better answer.

School leaders should start by looking at the current system. What materials are already in place? What are teachers actually using? Where are students struggling? Are there gaps in standards coverage? Are there too many resources? Are teachers clear about what is required and what is optional?

Teacher feedback is an important part of this process. Teachers know where materials are working and where they are not. Student work should also be part of the conversation. If students are consistently struggling with certain skills, schools should consider whether the curriculum provides sufficient instruction, practice, feedback, and opportunities to apply what they have learned.

Implementation matters too. Even quality materials will not help much if teachers do not have time to understand them, plan with them, and use them well. Curriculum decisions should include professional development, collaboration time, and a clear plan for how the materials will be used.

Making Curriculum Decisions That Support Learning

Curriculum decisions should make instruction clearer, not harder to manage.

An effective core curriculum gives schools the foundation for what students need to learn. It also creates consistency across classrooms and grade levels. Supplemental curriculum provides support where needed, helping teachers fill gaps, provide extra practice, extend learning, or connect lessons to real-world examples.

Both are valuable when they are used for the right reasons.

The important part is making sure they work together. Teachers should know which materials guide instruction and which materials support instruction. School leaders should know why resources were selected and how they connect to student needs. Students should experience learning that feels connected and organized.

That is why core vs supplemental curriculum��should not be treated as only a purchasing decision. It should be part of a larger conversation about instruction, student learning, teacher support, and district priorities.

Schools do not need more materials just to have more materials. They need the right materials, used in the right way, with enough support to make them work.

That is what leads to better learning.

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Immersive Learning | Ģ����ý

Cooperative Minds: 5 Impactful Years of Teaching Students About Agricultural Co-ops

Key takeaways

In five years of the Cooperative Minds partnership, over 1 million students have learned about agricultural co-ops and the business model behind their success.

An agricultural co-op consists of farmers and agriculture professionals who pool their resources to ensure farms and ranches flourish.

Educators can use a variety of free, standards-aligned resources such as a Virtual Field Trip, a gamified learning experience, and videos of real agriculture professionals explaining their work.

What Is an Agricultural Cooperative (Co-op)?

How Can You Teach Students About Agriculture Co-ops?

Virtual Field Trips

Gamified Learning Experiences

Real-World Professionals and Careers

What Is a Student Information System? A Guide for School and District Leaders

Key takeaways

A student information system, or SIS, gives schools one reliable place to manage essential records, but it is only as useful as the information entered into it.

An SIS manages official student data, while a learning management system supports the daily work of teaching and learning. The two systems should connect without duplicating work.

Choosing an SIS requires districts to look at more than just features and price. Data security, usability, integration, training, support, and long-term costs all affect whether the system will work well.

What Is a Student Information System (SIS)?

What Are Examples of a Student Information System (SIS)?

What Are the Pros and Cons of Using a Student Information System?

Types of Student Information Systems

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SIS vs. LMS: What’s the Difference?

Why a Student Information System Matters for Schools and Districts

How to Choose the Right Student Information System for Your School

What to Look for in a K–12 Social Studies Curriculum

Key takeaways

When evaluating a technology-based K–12 social studies curriculum, ensure it earns its place in the classroom.

Five key areas to explore: standards alignment and coherence; engagement and usability; differentiation, intervention, and enrichment; assessment, reporting, and progress monitoring; and implementation and progress monitoring.

Use our list of effective K–12 social studies curricula based on current research to aid your decision-making.

What Districts Should Consider Before Adoption

Standards Alignment and Instructional Coherence

Student Engagement and Teacher Usability

Differentiation, Intervention, and Enrichment

Assessment, Reporting, and Progress Monitoring

Implementation and Professional Learning

What Makes a K–12 Social Studies Curriculum Effective?

Questions to Ask Before Choosing a K–12 Social Studies Curriculum

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Workforce Development Month: How to Bring Career Readiness Into Any Lesson

The Gap, By the Numbers

Career Readiness Isn’t One More Thing to Add

Start Here: STEM Careers Coalition and additional free educator resources

Strategy 1: The 3-Minute Career Bell-Ringer

Strategy 2: The Real-World Data Swap with Discover Data

Strategy 3: The Challenge Pairing with Sustainable Futures

Additional Free content for Biology, Health and STEM Teachers

Beyond STEM: Career Talk Works in Any Subject

Want Deeper Support? Free PD This Month

Today’s Lessons Are Tomorrow’s Possibilities

Download Our Latest Education Insights Report

What to Consider Before Purchasing AI for Schools

Key takeaways

Begin with a clearly defined educational or operational need. An AI tool should solve a real problem, not just add another piece of technology to a district.

Pilot the tool in your own district with real students, real work, and a small group of users.

Decide what success should look like before the pilot begins so you can judge whether the tool is worth expanding.

What Should Schools Consider Before Purchasing AI Tools?

Does the Tool Solve a Real Problem and Align with Your Goals?

How Should Schools Evaluate AI Data Privacy and Security?

Why Do Teacher Training and Total Cost of Ownership Matter?

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5 Questions to Ask Before You Buy an AI Tool for Your School

1. What Specific Problem Will This Solve?

2. Will the Tool Work in a Real School Setting?

3. What Could Go Wrong, and How Will People Remain in Control?

4. How Will the Tool Protect Student and Staff Data?

5. What Will It Take to Implement the Tool Successfully?

Making the Right AI Purchasing Decision

Ready for Life: Building Skills, Confidence, and Healthy Habits That Last

Support Healthy, Informed Decision-Making

Build Confidence That Extends Beyond the Classroom

Teach Everyday Safety Skills Early

Address Substance Misuse Prevention Directly

Bring Financial Decision-Making to Life

More Life-Ready Resources on the Way

The Whole Student, Ready for What's Next

Ready to Learn: Bringing STEM and Academic Enrichment to Life Through Real-World Learning

Dig Into STEM with Real-World Problem Solving

Build Financial Confidence Through Real-Life Decision Making

Help Students Discover the Power of Data

Inspire Environmental Innovation

Immersive Learning | Ģ��ý

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Design Ģ��ý for a Sustainable Future