Category: Blog

May 27, 2026 5:21 pm

Rethinking Screen Time in the Classroom 

How districts are refining the role of technology in instruction 

As conversations around screen time grow louder, educators are being asked to reduce device use while still delivering meaningful, effective instruction. This post explores what actually helps in the classroom and how schools can support teachers with the right mix of tools, curriculum, and flexibility.

If you’ve been in a staff meeting recently, screen time has probably come up.  

Teachers and administrators are grappling with whether classroom devices are helping students focus or pulling them away. In one lesson, technology might support a quick check for understanding before a discussion. In another, it’s a room full of open tabs and drifting attention.

Not all screen time looks the same. There’s a difference between social media outside of school, passive consumption during class, tools designed around engagement alone, and tools that actually support learning. These gaps often get overlooked.

The focus is primarily on what happens during the school day, even though students are spending far more time on screens outside the classroom, usually in ways that have little to do with learning.

All photos are from real Imagine IM® classrooms

That broader context is part of why the conversation keeps coming up in different ways, but it usually lands in the same place: teachers want tech that actually helps, even as they’re being asked to reduce screen time. 

When large districts like Los Angeles Unified start changing policies, it tends to bring those same questions into staff rooms everywhere. But rather than moving away from technology entirely, schools are being more selective about what stays in the lesson. Time is tight, and if something is on a screen, it needs to earn its place. 

What’s actually being asked

At a high level, the debate can sound familiar: not all screen time is the same, and not all tech tools are created equal. But in practice, those differences are often blurred.

In classrooms, though, the distinction is more immediate. Some tools help a teacher reach a student who’s stuck or falling behind. Others keep students occupied but don’t move learning forward, even if they look engaging on the surface. You can see the difference in how students respond: whether they’re thinking, trying again, asking better questions, or simply clicking through.

That’s why the conversation is shifting. Schools are being asked to reduce ineffective screen time while still making room for tools that support instruction in meaningful ways. Part of the challenge is that not all technology brought into classrooms was designed with instruction at the center. In some cases, tools were adopted quickly, without a clear role in the day-to-day learning process.

What hasn’t changed is the importance of strong instruction, high-quality curriculum, and the role educators play in guiding learning every day. When technology works as intended, it fits into that system. When it doesn’t, it competes with it.

So the question isn’t “does technology have a place in the classroom?” It’s “what actually helps, and how does it support teachers in making crucial decisions in real time?”

For us, that comes down to a few things: technology should be purposeful, grounded in high-quality curriculum, and integrated into instruction in a way that supports what teachers are already doing.

What this looks like in practice

Most educators don’t need convincing because they’ve seen both sides of tech firsthand.

They’ve had lessons where a digital tool empowered a student, and others where it fell flat. They’ve seen moments when technology helped a student stay engaged and keep trying, and moments when it became a distraction that stalled the learning process.

That’s why this conversation is about being deliberate, rather than using more or less technology.

In practice, that often means moving between digital and offline work. A teacher might use a digital activity to check understanding, then move into discussion, written work, or small-group instruction. The learning doesn’t stay on the screen, and it isn’t meant to.

What matters is how the pieces work together to support the lesson.

That can (and should) also look different depending on the grade level. In earlier grades, it makes sense to use technology sparingly, focused on building a foundation for durable skills. This will scale up throughout upper elementary and middle school to heavier use in high school, understanding that the closer students get to college or career, the more their command over intentional AI use, virtual collaboration, and analysis of digital sources becomes critical.

How we’re supporting educators at Imagine Learning

At Imagine Learning, our role is to help teachers navigate that reality, not to add to the noise. We start with a simple question: does this solution actually help teachers do their job? That means being intentional about when technology is used, and just as intentional about when it isn’t.

Designing for how classrooms actually function often means giving teachers flexibility to move between digital and offline instruction without losing momentum.

Across our programs, that flexibility is built in. Print and digital components are developed together, not as separate add-ons, so technology supports instruction instead of driving it. In the classroom, that might look like:

Using a digital activity to surface misconceptions in real time

Transitioning into a printed task or collaborative work to deepen understanding

Using insights from digital work to guide small-group instruction or reteaching

This ensures the tool doesn’t drive the lesson. The teacher does.

Grounded in high-quality curriculum

It also means focusing on the quality of what’s being used rather than just the format.

Across our portfolio — from core curriculum like Imagine IM® and StudySync® to courseware like Imagine Edgenuity® — instruction is grounded in research-based, standards-aligned content that stands up to passing fads. Lessons are designed to build understanding over time, whether they’re delivered through print, discussion, or digital interaction.

Technology plays a role in that process, but it isn’t the center of it. High-quality curriculum and proven pedagogy come first, and when those are missing, no amount of technology can compensate.

It’s also important to recognize that not all tech use serves the same purpose in education. In some cases, it’s supporting day-to-day instruction in the classroom, where questions about screen time and engagement tend to come up. In others, it’s making access possible in ways that wouldn’t otherwise exist.

Supporting the full instructional process

Supporting teachers also goes beyond the tool itself. That’s something the broader edtech space hasn’t always fully addressed.

Through Imagine School Services, districts can access certified educators, tutoring, and implementation support that help extend and reinforce instruction, whether learning is happening online, in person, or in a blended model. The same idea is true for courseware. For students who need access to courses their school can’t staff or flexibility to stay on track, digital delivery is the solution.

And through ongoing professional learning and implementation support, we work with educators to ensure digital tools are used in ways that make sense for their classrooms, not in isolation, but as part of a broader instructional approach.

Because even the best tools won’t make a difference if they don’t fit the realities teachers are working in every day.

Built for flexibility, not uniformity

No two classrooms look the same, and they shouldn’t have to.

What works in one setting, subject, or student group may not work in another. Our goal is to support that variability by giving educators options, not prescriptions. We equip them to make informed decisions about when to use digital tools, when to step away from them, and how to connect everything in between.

Where the work continues

The debate around screen time isn’t going away. But the work ahead is becoming clearer: supporting teachers with the tools, materials, and flexibility they need to make the right call in each moment. Because in the end, it’s not about more screen time or less. It’s about what actually helps students learn and making sure teachers have what they need to get them there.

If your team is working through these questions, it’s worth taking a closer look at what’s making a difference in classrooms and how your tools and materials are supporting that work.

Kinsey Rawe 

Executive Vice President & Chief Product Officer at Imagine Learning 

Kinsey leads product innovation at Imagine Learning, leading the development of digital tools that empower educators and students. His vision is shaped by a deep understanding of how technology and AI can enhance learning across diverse environments. Before joining Imagine Learning, Kinsey developed content management, learning management, and student information systems. 

November 10, 2025 8:48 am

Build Your AI Practice in 30 Days

If you’ve been exploring AI in your classroom — experimenting with prompts, trying out new tools, or just wondering what’s next — you’re not alone.

Next steps for Teaching in the Age of AI 

If you’ve been exploring AI in your classroom — experimenting with prompts, trying out new tools, or just wondering what’s next — you’re not alone. Across the country, educators are asking questions like, “How do I responsibly and sustainably make AI part of my classroom?” and “What concrete steps can I take to move beyond the basics?” 

If you’ve been following along with Imagine Learning’s series, Teaching in the Age of AI: A Practical Series for K–12 Educators, you’ve already built a foundation for ethical, effective AI use and discovered practical steps that educators like you can take to make AI a meaningful partner in teaching and learning. 

Session 6 focuses on next steps — taking the skills you’ve already learned and making the leap into your real day-to-day and your real classroom. You’ll also find the 30-Day AI Action Plan Template, a simple framework that helps you set realistic goals, experiment thoughtfully, and build lasting, meaningful AI habits that enhance the personal side of your teaching. 

30 Day Action Plan Template

Catch up on the full series

Each Teaching in the Age of AI session offers a focused look at a key piece of AI integration, giving educators the foundation, framework, and tools to grow their AI practice with intention. All six sessions are available now — each with a certificate of completion and downloadable resources to help turn insights into action.  

In case you missed it, here’s a quick recap. 

Session 1:
“AI Essentials for Every Teacher” 

Learn what AI really is and how to evaluate tools for quality, accuracy, and alignment to district policies before bringing them into your classroom. 

Session 2:
“Safe, Ethical, and Compliant AI Use” 

Explore how to protect student data, model ethical use, and communicate classroom AI expectations clearly with students and families. 

Session 3:
“AI for Lesson Planning and Differentiation” 

See how AI can streamline planning and support differentiation with leveled texts, scaffolded resources, and time-saving templates that center your professional judgment. 

Session 4:
“AI for Feedback and Assessment” 

Pair AI’s efficiency with teacher expertise to deliver meaningful feedback, maintain academic integrity, and design AI-aware assessments that emphasize thinking over shortcuts. 

Session 5:
“Guiding Students in Responsible AI Use” 

Learn how to teach AI literacy, media literacy, and ethical use across grade levels — helping students question, evaluate, and cite AI responsibly. 

Session 6:
“Next Steps: Building Your AI Practice” 

Set short-term goals, experiment with tools, and turn learning into action with a personalized, structured plan for sustainable AI use.  

Your AI practice starts here 

AI may be changing classrooms, but educators are shaping what comes next. Each Teaching in the Age of AI session helps you bring more confidence, clarity, and purpose to your teaching. What will your next steps be? 

Watch All Sessions

October 6, 2025 1:17 pm

Teaching in the Age of AI: Let’s Get Practical 

Many educators feel pressure to “figure out” AI while keeping up with lesson planning, grading, and everything else. That’s a big ask. And it’s the inspiration behind our newest on-demand professional learning series.

Even for educators who aren’t yet using generative AI in the classroom, AI’s influence is unmistakable: through the questions students are asking, the tools they use outside of school, and the expectations families bring to parent-teacher conferences. 

Many educators feel pressure to “figure out” AI quickly, with little guidance, while also keeping up with lesson planning, grading, and everything else that makes up the school day.  

That’s a big ask. And it’s the inspiration behind our newest on-demand series, Teaching in the Age of AI: A Practical Series for K–12 Educators. This six-part professional learning series is designed to be accessible, reliable, and help educators leave with real classroom tools they can use the moment they’re done watching. 

Each session includes an “Imagine Learning AI-Ready Educator” certificate of completion and downloadable resources so educators can immediately move from learning to action. 

Teacher in classroom helping students

Introducing AI to the classroom: why now’s the right time 

With recent national assessments that show students still struggling in both literacy and math, educators need practical solutions that free up time, improve instruction, and engage students meaningfully. AI tools can play a role — if used responsibly. 

While conversations about AI in education that focus on big ideas or future possibilities have their place, this series focuses on today. Each week, a different facilitator helps answer big-picture questions such as: 

How do I explain AI to my students in plain language? 

How can I vet tools to protect student data and ensure equity? 

Where does AI fit into lesson planning? 

How can AI help me give meaningful feedback without sacrificing academic integrity? 

What’s the best way to introduce AI literacy to students of different ages? 

How do I take all of this and make a sustainable plan for my own classroom? 

Sign up for new, weekly sessions 

The first session, “AI Essentials for Every Teacher,” is live now. New sessions will be released weekly, each with practical takeaways and a downloadable certificate of completion. 

Sign up

August 14, 2025 11:35 am

The Human in the Room

AI, algorithms, and automation all have their places in education, but this back-to-school season, we want to help teachers start the year with irreplaceable human connection.

Young tomato pant in Imagine Learning tomato soup can

Most students approach back-to-school season as a multifaceted mystery to be solved. The three leading questions tend to be:  

Imagine Learning backpack

What will I wear on the first day? 

Imagine Learning grocery bag filled with school supplies

Will any of my friends be in my class(es)? 

Imagine Learning backpack

Who will my teacher(s) be?

It’s safe to say the answer to question one is least likely to determine a school year’s success or failure (though some of Gen Z might disagree), while number three is the leading contender for impact. As much as technology has integrated itself into today’s educational environments, students and their families still look to the teacher, the human in the room, to set the tone for the year.  It will be the teacher, not any instructional AI, who will make students feel seen, safe, and supported.

Taking the mystery out of “Who is my teacher?” will help you establish a bond with students from day one, and tech-free connection builders can strengthen your relational foundation when it’s time to introduce AI and other new systems later in the year. Focus on making connections, and once you’ve built that trust, you’ll be able to meet this school year’s challenges together, and thus more effectively. 

“As much as technology has integrated itself into today’s education environments, students and their families still look to the teacher, the human in the room, to set the tone for the year.”

Try this list of ideas and activities designed to foster fusion:

Image of a sheet of paper with writing and a pin wheel

Same Here

Play a game where everyone has to find something they have in common with you. Write some facts about yourself on the whiteboard or pass out a “Teacher Fact Sheet” where students can choose one trait they share with you, then use that as a journal prompt or a group graphing exercise.  

Who Do You Think I Am

Students can share or write things that they guess about you on the whiteboard, and you can give prizes for correct (or most creative!) guesses — “Has a dog”, “Loves to travel,” “Competitive hot-dog-eater.”

Image of white board in front of class
Image of papers with silhouette on them accompanied by a magnifying glass and trophy

Meet My Teacher (younger students)

Pass out “human body silhouette” coloring pages and share facts about yourself while students color and annotate their page to show their families. This will help students remember things to share at home after an overwhelming first week at school. 

Breaking News (older students)

New to your school this year? Have students flex their journalism skills by writing a column on “the new teacher in town” for the school newspaper (real or fictional). Allow the class to interview you and then assign small groups to create a mock newspaper front page for their story. 

Image of a classroom with a small group of chairs and computers
Image of looking into a classroom from the hallway

Split The Room

Using facts about yourself for each round, gather everyone into the middle of the room, and for each round, students either move to the room’s left or the right as applicable. (Example: “I’m an only child. If you’re an only child, move to the left. If you have siblings, move to the right.”) Encourage students to keep up with how often they were on your side of the room or if they frequently shared a side with a particular peer or two. Discuss how similarities foster connection, and differences foster opportunities for exploration.   

Flashback

Share a photo of yourself at your students’ age, along with pop culture and personality features from that time. For example, “My favorite movie when I was your age was Toy Story, my favorite drink was Sunny D, and I loved having glow-in-the-dark shoelaces.” Then, pass out a list of similar questions and have students complete their own worksheet to reciprocate the connection. Being reminded that your teacher was once a regular kid like you (even if it was, like, 100 years ago) is always a fun experience for a student. 

Image of record player, cup pf tea, and disco ball

Whatever you decide to do, remember that the best thing you can give your students is simply your time and attention. They might not remember everything you teach them this year, but they’ll remember your intentional presence and how you valued them as individuals enough to connect with them.  

As you plant the seeds that will grow into meaningful relationships, know that we’re right there with you as part of your community, toolkit, and team. Whether it’s on-demand PD, in-product implementation support, or just having a real person ready to answer a question, our goal is the same as yours: make this year better for your students. 

Full grown tomato plant in Imagine Learning tomato soup can

About the Authors: Mary Lou McCaslin & Kallie Markle

Mary Lou McCaslin is a former English teacher based near Memphis, Tennessee where she lives with her husband and three kids. In her free time, she enjoys listening to podcasts, snuggling her dog, Lilo, and scrolling Pinterest for the next perfect arts and crafts project to spend her money on.

Kallie Markle writes from Northern California, where she also attempts to learn the piano, raise two teenagers, and read a lot of British spy novels.

June 30, 2025 9:00 am

How to Make This the Summer You Actually Put Yourself First

Burned out from another long school year? Forget bubble baths and five-step to-do lists — this no-nonsense take on summer self-care shares how to set boundaries and prioritize yourself, from saying no without guilt to redefining what productivity means.

With summer break comes a few truths: you need rest, you probably won’t get as much as you deserve, and every blog on the internet will tell you to light a candle and write a gratitude list. That’s right — it’s the season of blog posts and op-eds titled 5 Self-Care Tips for Teachers (or something similar). In theory, that’s great. And let’s be honest, we’ve written them too. No one can argue that teachers work extremely hard and deserve a dream vacation, a deep tissue massage, or long soaks in endless bubble baths. 

The problem? It’s never that easy. Who has the time? Or the money? Self-care lists often include suggestions that feel like just another task to check off (gratitude lists, we’re looking at you) or give advice that’s totally unrealistic.

But the truth is, you do need to prioritize yourself during the break. Recent findings from RAND show that 60% of you are burned out, and 75% are struggling to find the joy in teaching anymore. That’s why, this summer, self-care is all about setting boundaries.  

Here are a few realistic ways to do that.

Image of books, an eye mask and a pair of sneakers – items often associated with self-care

Saying no without guilt

You’ve said “yes” all year, but setting boundaries begins with the radical act of saying “no.” Easier said than done, right? From family responsibilities or caregiving to managing a side hustle, you can’t always say no, which is precisely why you have to when you can.

The hard truth is, there are only 24 hours in a day, and if you say yes to everything, you won’t have the energy or space to show up fully for anything. Sometimes, it might mean turning down something fun or even something you really feel you should say yes to — not because it’s not worth your time, but because you are.   

Now for the next hurdle: the guilt. Feeling selfish or like you’re letting someone down is a common side effect of setting boundaries. What’s important to remember is you’re not. So try setting a limit on how many commitments you take on each week, practice pausing before you say yes, and avoid overexplaining — sometimes all it takes is a simple, “I’d love to, but I need a quiet one.”    

Detoxing from devices (especially your emails)

For many of us, the first and last thing we do each day is check our phones. Texting, working, scrolling, researching — digital technology has completely transformed how we live. But it turns out that 24/7 access to everyone and everything is not great for your brain. Increased anxiety and depression, disrupted sleep, and shorter attention spans are just a few of the side effects of being switched on all the time. 

To put it simply, it’s just not healthy to look at screens as much as we do. Summer is the perfect time to take a step back and try a digital detox — a conscious effort to reduce or eliminate digital devices. We’re not suggesting you go full Do Not Disturb until August. You can, however, set a digital curfew, log out of your school inbox, and have social media-free days each week. As someone who recently deleted an app that stole far too many hours of my life, I can report that it works.

A realistic detox isn’t about ditching tech completely, and it won’t look the same for any two people. Set clear goals that work for your lifestyle, commit to a realistic timeframe that feels manageable, and don’t worry if it’s a little uncomfortable at first — that’s part of the process. Most of all, enjoy the freedom. 

Image of journal, iphone with unplugged headphones and a cup of ginger and lemon tea – items often associated with self-care
A cup of coffee, a notepad with a checklist, and a bowl of popcorn – items often associated with self-care

Lower the bar and redefine productivity

Lastly, here’s a little-known secret: you don’t need to make the most of every day — and sometimes, the most productive thing you can do is be unproductive. That’s right, you’re allowed to do absolutely nothing on purpose. Modern society tends to praise constant productivity, and it’s easy to start linking your self-worth to how much you’ve achieved. Rest doesn’t need to be earned (but let’s be honest, every teacher already has).  

What does this look like in practice? Honestly, it’s different for everyone. For some, it’s putting your phone on Do Not Disturb, drawing the curtains, and watching movies without guilt. For others, it’s having a hot coffee without trying to tick things off the to-do list before anyone else wakes up. Basically, wherever your bar is, lower it, and don’t for a second feel bad about it. 

If there’s one thing to take away from this blog post, it’s this: this summer is not about being better or reinventing yourself — it’s about being rested, protected, and finally off the clock.

About the Author – Anise Lee

Anise Lee is a Scotland-based writer with a background in education and marketing. She holds degrees in both fields and is particularly interested in storytelling. When she’s not binge-reading fiction or falling down a social media rabbit hole, she’s probably daydreaming about her next vacation — with her cat always nearby.

May 15, 2025 6:47 pm

7 Fun and Simple Ways to Encourage Reading at Home and in the Classroom

Struggling to get students to read for fun? This blog post shares seven creative tips for educators and families to make reading a joyful habit both in school and at home. From library cards to daily reading routines, discover easy strategies to boost literacy and engagement.

From building vocabulary and attention spans to increasing empathy, it is common knowledge, especially in the education field, that reading for pleasure provides us with so many benefits. But did you know that it can help alleviate depression symptoms and even make you live longer? (BRB while I go find a new book to read.) 

Unfortunately, students today are consuming media tailored to short attention spans and designed to keep them glued to their screens — making it a monumental task to get them to see reading as “fun.” 

Since longevity and mental health might not be the right angles to convince elementary (or even high school) students to read more, read on for some ideas for both educators and families with this shared goal. 

Four Tips to Encourage Reading for Fun (Educators) Assessment is essential for guiding instruction, but they don’t all serve the same purpose.

1. Help students get library cards

As part of back-to-school prep (or whenever the mood strikes), make a quick trip to your local library to grab a pamphlet with instructions for opening a library card. A lot of times, they’re even in the form of a bookmark — bonus! Check with the librarian to see if they can get you enough copies for your classes or even a poster you can hang on your classroom wall. Also, ask how many books a student can check out at once — being able to walk out with a stack of 30 books (some libraries even go up to 100) might be a selling point.  

2. Check that each student has an independent reading book (if not, lend them one) 

Whether independent reading is part of class time or solely for homework, consider making getting a book its own homework assignment. Some students may not have books they like at home, so in that case you can tap your library card poster (see tip #1), set up a class trip to the school library, or allow students to borrow books from your own classroom library. Either way, they may need some guidance around choosing a book in the first place — something I learned with my reluctant high school readers was to find out what movies or TV shows they like and help them find similar books.  

Hint: your reading curriculum may have a digital library of books that students can access at home, like Imagine Language & Literacy’s Seuss Corner. 

3. Choose read-aloud books that are part of a series

If reading aloud is part of your classroom routine, book choice is crucial. Of course, choose something high interest and age and reading-level appropriate, but also consider selecting the first book in a series. Once you get students hooked on the first book, they may want to keep reading the rest of the series on their own.

4. Hold a classroom contest 

I know what you’re thinking: we want students to be intrinsically motivated to read. While I whole-heartedly agree with that, sometimes a little extrinsic motivation can serve as a jumping-off point. It can be something as simple as a class goal for number of books read each month or semester to earn a reward or as ambitious as a competition between classes for a pizza party, but a contest can go a long way toward motivating students to read outside of class. 

Supporting reading at home 

It can be hard for families to know how to encourage their students to read at home. While educators can only control what happens in their classrooms, here are some ideas to suggest to families in school- to- home communication: 

Three Tips for Families to Encourage Reading at Home 

open book icon

Model reading yourself 

The next time you take your child to the library or bookstore, grab a book for yourself, too. Make sure your child sees you reading it. As much as we don’t want them to sometimes, children learn from watching and mimicking their caregivers. If they see you reading as a regular part of your day, they’re more likely to make it part of theirs. 

Globe icon

Read
the world  

This tip doesn’t require books at all! When you’re out and about as a family, take the time to read your surroundings. You’ll be surprised at how much language there is to explore. From street signs and business names to local event posters and menus, encourage your child to find words they know and use them to develop a deeper understanding of their location.  

Clock icon

Have dedicated reading time each day  

It might seem daunting with full-time jobs and extra-curriculars to juggle, but setting aside even 10 minutes a day for reading can really make a difference in developing good habits. Maybe after dinner you turn on some instrumental music and read in the living room for 15 minutes. Or for younger kids you can work reading into their bedtime routine. (Older kids can do this too, but they may feel they’ve outgrown a “bedtime routine”).  

While convincing students that reading might help them live longer or feel happier may not always work, small, intentional actions from educators and families can plant the seeds for a lifelong reading habit. Whether it’s a book that mirrors their favorite show or a quiet 10-minute routine at home, these simple steps can help students rediscover that reading is fun — and who knows, maybe even life-changing. 

About the Author – Ally Jones

Ally Jones is a former high school educator who specialized in teaching English language learners. Outside of education, she is passionate about fitness, literature, and taking care of the planet for her son’s generation.

May 14, 2025 12:56 pm

3 Tips to Take the Stress Out of Summer School Planning 

Teaching summer school? These three practical tips will help you plan efficiently, support your students, and still make time to enjoy your summer break.

It’s that time of year again — when teachers and students alike are starting to feel the exciting pull of summer break. But you may not share that feeling if you’re teaching summer school this year. 

Taking time to plan now will help make sure things run smoothly and have you sitting by the pool with a good book in no time.  

Here are three ideas to get your summer planning started on the right track: 

1. Rely on curriculum you already have 

Before you put “summer school lesson plans” into your favorite search engine and embark down the rabbit hole of downloadable worksheets that almost fit your needs (with a few easy tweaks that end up taking hours of your time), pause for a moment. Consider starting with the curriculum you use for daily instruction. You already know it’s aligned to your standards, plus both you and your students are familiar with it.  

If you have a supplemental program that you haven’t used as much this year, that’s another great place to look for summer inspiration. While you and your students know how the program works, it will feel new and fresh for summer if it wasn’t used for daily instruction throughout the year.  

Tip: Check for a shortened scope and sequence or abbreviated unit plans — these are often perfect for summer school. Imagine Math even has summer pathways designed to prepare students for the next grade level. 

2. Be realistic about time 

Summer school is typically 4–6 weeks long, which is shorter than the typical grading period during the school year. Depending on what grade level you’re teaching, you may be required to get through a certain amount of material by the end of the summer term. This can result in feeling pressured to cram in as much instruction as possible.  

There are ways to cover the most important (and required) standards without overwhelming yourself and your students. If you’re following a shortened scope and sequence (from tip #1), great. If not, choose the standards most important for your students — maybe one per week of instruction — and focus only on those.  

Tip: Establish a simple routine that is the same each day to maximize your class time.  

3. Make it fun 

Students aren’t often itching to go to summer school when they could be playing with friends or relaxing at home. For that reason, taking steps to make learning fun can go a long way. I know this seems to go against tips 1 and 2, but there are ways to add fun without adding work.  

Consider taking a page from the summer camp book and having a theme for each week. It doesn’t have to be elaborate. An ocean theme could mean the text you’re focusing on is loosely related to the ocean or the science lab is related to water properties.  

Going back to tip #2, add a daily or weekly time slot for a game of some kind. The game can change each day or week, or you can even use something like Kahoot or bingo to serve as an exit ticket (formative assessment and fun all at once!). 

Tip: No time to add themes or create games? No worries. See if you can do part of your lesson outside and let students enjoy the summer weather while reading or working independently.  

With a little thoughtful planning, summer school can be both manageable and meaningful. Stick to what works, keep it simple, and don’t forget to have a little fun along the way — you’ve earned it. 

Ready for more summer school inspiration?

Check out our summer learning guides to keep planning.  

Get All the Guides 

April 18, 2025 7:21 pm

Powered by Kindness, Driven by Math — Students Reach $1 Million in Charitable Donations! 

We have a million reasons to celebrate, and they all start with your students. Together, they’ve turned their Imagine Math THINK points earned by completing lessons into an incredible $1 million in charitable donations — that’s right, $1 million. They solved problems, made progress, earned points, and chose to pay it forward.

Teaching the joy of giving back

Plenty of researchers have theorized why humans give. Is it purely altruism? A sense of community? Or perhaps that warm, fuzzy feeling that comes from helping someone else? The truth is, it’s all of these — and more.

In fact, some studies suggest that generosity is an innate trait driven by our need for social connection and belonging. But while children have an enormous capacity for generosity, it does need to be nurtured and reinforced like any other skill. When students are given opportunities to be generous — whether through simple acts of kindness, service projects, or classroom philanthropy — they learn how to give and why it matters.

$1 Million logo, Do math, pay it forward.

One powerful way to nurture generosity in school is through service learning, which allows students to connect their academic growth with something meaningful. It turns progress into purpose — and that’s a lesson that lasts.

Imagine Math brings this concept to life through THINK points, which students earn when they complete math lessons, with additional points awarded for performing well. Students can then use these points to design and upgrade their Imagine Math avatars, achieve class goals, or donate to child-centered charitable causes. It’s remarkable how often they choose the latter, paying it forward rather than personally benefiting from their hard-earned points.

How kindness adds up in Imagine Math

$1 Million logo, Do math, pay it forward.

Imagine Math lessons completed

$1 Million logo, Do math, pay it forward.

Complex math problems solved

$1 Million logo, Do math, pay it forward.

THINK points donated

Since the Imagine Learning charitable giving program began in 2008, students have completed a whopping 7.5 million math lessons, solved 301 million complex problems, and donated 4.5 trillion THINK points. It’s incredibly inspiring (and a whole lot of math wins) — but as Lisa Wise, Customer Engagement Manager at Imagine Learning, says, “What’s most inspiring is that these acts of kindness happen without fanfare. Only the student knows when they choose to give. There’s no recognition, no reward — just the simple joy of doing something good for someone else. It’s a powerful reminder that with every math problem solved and every THINK point donated, these students are spreading kindness throughout the world.”

Students share their “why” for giving

Each student has their own reason for donating, but what unites them is a desire to make a difference — to help others.

$1 Million logo, Do math, pay it forward.

Here’s what some students had to say about their decision to give back:

Aarush, a student at Shirley Dill Brothers Elementary (Alvin Independent School District, Texas), said, “It was a hard decision to give away all of my hard-earned math points, but what made it easier was the fact that it was going to a very good cause. I feel really bad to see people bullied, and I am glad that finally, I was able to help in my own little way.”

A fourth-grade student at Raceland Upper Elementary School (Lafourche Parish School District, Louisiana) explained that he donated 95,000 THINK points to the 4-H charity because, “I’m in 4-H, and donating meant that other people, along with me, would be able to do fun things in 4-H.”

Akiles L., also a student at Shirley Dill Brothers Elementary, said, “I donated generously to the 4-H charity because it is the right thing to do. It makes me happy when I give my math points to charity because I am earning knowledge and helping people at the same time. I would tell students that it feels good to earn math points, but it feels better to help people in need.”

Celebrating $1 million donated

Over the past 20 years, donations have supported more than 50 national and local beneficiary charities, helping drive change in communities across the country. Some of the organizations that have benefited from student donations include:

  1. American Red Cross
  2. Feeding America
  3. Boys and Girls Club of America
  4. Big Brothers Big Sisters
  5. No Kid Hungry
  6. PACER’s National Bullying Prevention Center
  7. DonorsChoose
  8. The Special Operations Warrior Foundation

“At No Kid Hungry, we believe every child deserves a bright future — and that begins with a full stomach and a strong education. We are deeply honored to be part of Imagine Learning’s incredible journey to $1 million in charitable giving. The passion and commitment these students have shown — not just in mastering math, but in lifting up their communities — is truly inspiring. Their efforts are helping build a future where no child goes hungry, and we are so proud to celebrate this milestone with them.”

Karen Barr

Managing Director, Individual Giving, No Kid Hungry

Motivating students to love math

It just goes to show that when driven by something meaningful, students engage deeply, as evidenced in their math work. They love completing lessons and earning points (and don’t just take our word for it — see it in action).

Over time, these small wins are adding up — not just in charitable donations but in social awareness, stronger community ties, and math skills that will last a lifetime. That kind of growth is every bit as valuable as the donations and just as worth celebrating.

About the author

Anise Lee

Content Marketing Manager

Anise Lee is a Scotland-based writer with a background in education and marketing. She holds degrees in both fields and is particularly interested in storytelling. When she’s not binge-reading fiction or falling down a social media rabbit hole, she’s probably daydreaming about her next vacation — with her cat always nearby.

April 11, 2025 12:17 pm

How Often Should We Assess? Finding the Right Balance for Student Growth

Finding the right balance in student assessment is key to maximizing learning without over-testing. This blog post explores the importance of a strategic assessment approach, highlighting how screening, diagnostic, formative, and summative assessments guide instruction. Discover how data-driven assessments provide meaningful insights while giving educators the flexibility to support student success.

Five students are out sick, your desks are rearranged in straight rows, and for some reason the Chromebooks didn’t charge last night — it must be exam day. It’s tempting to say that we should administer fewer assessments, given that they’re stressful for educators and students alike, but they exist to provide valuable data about student progress. In the quest to get that data, are students being over-tested? Or do they need more frequent check-ins to track progress and prevent gaps from forming (or widening)? The answer lies somewhere in the middle. Let’s explore the benefits of a balanced approach to testing. 

The purpose of assessment

Assessment is essential for guiding instruction, but they don’t all serve the same purpose.

Screeners provide an early snapshot of student skills, helping educators quickly identify those who may need additional support. These assessments offer a broad overview of student readiness and highlight areas requiring intervention.  

Diagnostics take a deeper look at student abilities, assessing specific skill levels and tracking progress over time. They provide data that helps educators personalize instruction and target learning gaps. 

Formative assessments offer real-time insights into student understanding. These quick, targeted assessments help teachers adjust instruction, reteach concepts, and provide immediate support. 

Summative assessments, such as standardized tests or end-of-unit exams, measure cumulative learning. While useful for evaluating progress, they are less effective for informing day-to-day instruction compared to formative and diagnostic tools.

It looks like a lot, probably because it is! But by using a strategic mix of screening, diagnostic, and formative assessments teachers can ensure they have actionable data while minimizing over-testing. 

Risks of over-testing

All these assessment types can quickly add up, becoming way too much testing. Over-testing results in less time for instruction, increased stress and test anxiety for students, and an overwhelming amount of data without time for clear instructional action. As you can imagine, this can snowball into poor outcomes on the assessments.

Risks of under-testing 

While we definitely don’t want to over-test students, it’s easy to swing the other way and not test enough. Without regular assessments, there’s a lack of timely data to identify struggling students early, inform intervention strategies, or track student growth over time. Where over-testing doesn’t leave educators enough time to teach, under-testing doesn’t allow them to see if their instruction is effective. 

Finding the right balance 

While assessments provide essential insights into student learning, it’s clear that we want to avoid testing too much or too little. It’s time to channel Goldilocks and test just the right amount… but how? The key is to find the right balance — assessing often enough to guide instruction without overburdening students or teachers.  

Best practices for assessment scheduling 

To maximize the impact of assessments while minimizing disruptions, educators can follow a structured approach: 

  • Screening at key points — Conduct screening assessments at the beginning of the year (or when a student is new) to establish a baseline for learning needs  
  • Diagnostic assessments for targeted insights — Use diagnostic assessments periodically, such as mid-year, to measure progress and adjust instruction accordingly  
  • Frequent formative assessments — Integrate formative assessments (they can be small, like an exit ticket) into daily instruction to monitor understanding and adjust teaching in real time  
  • Summative assessments with purpose — Administer summative assessments at the end of a unit, semester, or school year to evaluate overall learning, but use them strategically rather than frequently. 

Using data effectively without over-testing 

A unified assessment suite, like Imagine+ Assessment, helps educators strike the right balance by providing high-quality data without excessive testing. Instead of overwhelming students with assessments, educators can focus on actionable insights that directly impact instruction.  

Prioritizing quality over quantity

Meaningful assessments are more valuable than frequent ones. Imagine+ Diagnostic delivers precise, research-backed insights that help educators make informed decisions without unnecessary testing. 

Leveraging technology for efficiency

With automated data collection and real-time analytics, Imagine+ Assessment streamlines the process, reducing teacher workload and making student progress easier to track. 

Making data-driven decisions

Assessment results should drive instruction, not just record progress. Imagine+ Assessment helps educators group students, personalize learning, and identify areas for intervention to ensure every student receives the right support. 

Assessments should work for educators and students — not add unnecessary stress or take away from valuable learning time. The key is finding the right balance, using a strategic mix of screening, diagnostic, formative, and summative assessments to gather meaningful data without overburdening classrooms. When assessments are thoughtfully planned and used to drive instruction, they become a powerful tool for identifying student needs, guiding intervention, and ensuring progress. By prioritizing quality over quantity, educators can worry less about desk arrangements and Chromebook chargers and focus on what matters most — helping students grow and succeed. 

Explore Imagine+ Assessment for a streamlined, data-driven approach to assessments.

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About the Author – Ally Jones

Ally Jones is a former high school educator who specialized in teaching English language learners. Outside of education, she is passionate about fitness, literature, and taking care of the planet for her son’s generation.

March 17, 2025 5:07 pm

College or Career? Why CTE Helps Students Succeed in Both

Is college the only path to success? Career and technical education (CTE) offers students a powerful alternative — helping them gain industry-recognized certifications, hands-on experience, and dual credits for college. Learn how CTE prepares students for both high-demand careers and higher education, reducing uncertainty and boosting career readiness.

When I was in high school (longer ago than I care to admit), it felt like the only post-graduation option for success was college. For that reason, I didn’t consider anything else — even though my high school was actually an early adopter of career and technical education (CTE). But now, with the rising costs of college and student debt, students are looking for alternatives. “Alternatives” might sound like a nice word to mean “the less-good option,” but that’s not the case anymore. Many high-paying, in-demand careers do not require a four-year degree but do require specialized skills. That’s where CTE comes in. 

CTE as a direct career path

CTE is known for giving students access to internships and apprenticeships where they get hands-on experience and build applicable career skills. But sometimes when people think of CTE, they picture vocational education with a limited range of career paths. Today’s CTE pathways are full of options in high-demand, high-paying careers like healthcare, cybersecurity, and engineering. When students graduate high school already possessing skills tailored to these career paths, they predictably have a much higher rate of employment post-graduation.  

CTE as a pathway to college 

CTE isn’t just for students planning on going straight to a career after high school — it’s a pathway to college, too. With dual credit programs, CTE students can earn college credits while still in high school, allowing them to save money on tuition by fast-tracking their degree. Many CTE pathways even align with college programs and the industry-recognized certifications students can earn help to strengthen college applications. As a result, 79% of CTE students enroll in college or a post-secondary program. 

79%

The percentage of CTE students who enroll in college or a post-secondary program.

source: California Department of Education

The best of both worlds — eliminating career uncertainty 

Many students enter college without a clear career goal, resulting in them changing majors or even dropping out. Taking CTE courses means that students can explore careers in high school before committing to a college major or career path. This means that CTE graduates will enter college or post-secondary training with more confidence in the path they want (or don’t want) to pursue. Not only that, but CTE students are more prepared for college in general: in California, “80 percent of students taking a college prep academic curriculum with rigorous CTE met college and career readiness goals, compared to 63 percent of students who did not take CTE.” 

80%

The percentage of California CTE students who met college and career readiness goals. 

63%

The percentage of California students who did not take CTE courses that met the same readiness goals. 

source: California Department of Education

The impact of CTE: proven success across industries 

Not only do CTE courses boost graduation rates and reduce absenteeism, but they have real-world benefits across a variety of high-demand career paths. 

  • Technology & Cybersecurity: Many students who complete CTE programs in IT and cybersecurity gain industry certifications that allow them to enter the workforce immediately or transition into college-level computer science programs with advanced standing. 
  • Healthcare & Medical Fields: CTE students in nursing, medical assisting, and biotechnology programs benefit from hands-on training, often securing apprenticeships or earning dual credit toward healthcare degrees. 
  • Engineering & Skilled Trades: Students who take CTE courses in engineering, manufacturing, or automotive technology often receive internships or industry placements, leading to higher-paying jobs right out of high school or a stronger foundation for college engineering programs. 
  • Business & Entrepreneurship: CTE programs in marketing, finance, and entrepreneurship help students develop real-world business skills, with many going on to launch their own businesses or pursue degrees in business administration. 

CTE isn’t about choosing between college or career — it’s about preparing for both paths to give students the best chance at future success. By expanding CTE offerings, schools can help students make informed decisions before being asked to choose a major or a job post-graduation. Hopefully, as CTE gains ground in these high-demand career paths, students will have the information and experience they need to pursue their next steps with confidence. 

Discover the top reasons to expand CTE programs in your district

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About the Author – Ally Jones

Ally Jones is a former high school educator who specialized in teaching English language learners. Outside of education, she is passionate about fitness, literature, and taking care of the planet for her son’s generation.