February 2025
Twig Science Middle School digital interactives now have closed captioning to ensure all students have access to science learning. Our MS interactives now have:
February 2025
Educators can now export all users and classes/groups that they have permissions to manage. This will allow educators to make quick and easy bulk updates in three steps by exporting CSVs, editing them, and then uploading them back into the rostering tools. This new article has all the information on how to use this helpful new feature.
February 2025
We are excited to announce Imagine Learning’s exclusive partnership with Dr. Seuss Enterprises which allows us to bring you Seuss Corner, a digital portal filled with Dr. Seuss eBooks and printable resources.
February 2025
Educators can now download the key metrics shown for enrollments listed in the section hub as a CSV file.
February 2025
District administrators can now set default course options by subject and implementation model for all Imagine EdgeEX courses. With this powerful new feature, every Imagine EdgeEX course will automatically inherit the default options you choose, without the need to set them every time you add a course to your district catalog. You can also change course options in bulk for existing courses, sections, and enrollments.
February 26, 2025 9:53 am
Discover four research-backed strategies educators can use to strengthen students’ math foundational skills — many of which they’re likely already implementing. From dedicated math time to peer-to-peer learning, these simple yet effective approaches can make a big impact in the classroom.
Looking at the most recent NAEP results (aka the Nation’s Report Card) might be the last thing you’d think would inspire optimism. But let’s take a glass-half-full approach for a minute here: in fourth grade, the average math score improved slightly from 2022. This means that educators’ and students’ hard work is paying off.
Unfortunately, this improvement still puts most fourth and eighth graders performing below pre-pandemic levels. There is clearly still work to be done — and some states have really dug into that work. Alabama, for instance, overhauled their state standards in 2019, created a new assessment, and passed a law designed to improve math instruction. And it’s working: Alabama is the only state whose fourth graders’ average math scores improved over those from 2019.
While it is clear that foundational math skills are key to future success — and evidence-based, high-quality instructional materials can help students build those skills — every classroom does not yet have access to those resources.
But, to keep our glasses half full, there are plenty of evidence-based strategies that teachers can implement today, without any external resources. In fact, they might be doing most of them already. Here are four:
In a practice guide based on an analysis of several studies, the Institute of Education Sciences recommends devoting a set amount of time each day for math instruction coupled with connecting math to other activities throughout the day.
This first part probably feels like a no-brainer: of course a classroom (or a secondary class schedule) would have dedicated math time each day. But that’s the best part! Check that off the list as an evidence-based strategy students are receiving each day.
It’s a little trickier to incorporate math throughout the day. Like writing across all subjects, it makes sense to reinforce math concepts when they come up naturally in other activities. But how?
Stanford’s Development and Research in Early Mathematics Education (DREME) suggests that “math learning can occur throughout the day by integrating math into classroom transitions and routines.” For example, elementary teachers can try using prompts about numbers to get students’ attention. “If you can hear me, use your fingers to show me a number that’s bigger than two.” Or for older students: “If you can hear me, use your fingers to show me a number that’s the square root of 25.”
Explicit instruction is one of the most effective ways to support student learning. That means modeling strategies, thinking out loud, and making problem-solving steps transparent. When teachers use metacognitive strategies, such as verbalizing their reasoning process, it helps students develop deeper conceptual understanding.
This can be as simple as working through a math problem on the board while explaining each step or asking students to reflect on the strategies they used to find an answer. Encouraging students to ask themselves, “Does this answer make sense?” helps build their confidence and accuracy in problem-solving.
The adage “practice makes perfect” may not be entirely accurate, but practice does lead to progress toward skill mastery. Frequent, structured practice opportunities help reinforce skills and ensure that students retain what they’ve learned. That doesn’t mean endless worksheets, though — practice can take many forms, from hands-on activities to digital programs like Imagine Math®, which provides personalized practice that adapts to student needs.
Repeated exposure to math concepts in a variety of contexts builds fluency, allowing students to apply their learning in different situations. Whether it’s a quick daily review, interactive games, or real-world problem-solving scenarios, consistent practice strengthens foundational skills.
Students learn a great deal from explaining their thinking to others. Peer-to-peer teaching encourages students to verbalize their understanding, identify errors in reasoning, and develop a stronger grasp of mathematical concepts.
Collaborative learning strategies, such as think-pair-share or small group problem-solving, give students opportunities to engage in meaningful discussions about math. Of course, finding time and ways to implement these strategies in a busy classroom isn’t always easy. But even small moments of peer-to-peer interaction can make a big difference. When students teach each other, they reinforce their own learning while helping their peers solidify concepts.
Educators are already using many of these strategies every day — because they work! While access to high-quality curriculum and resources can make a significant difference, it’s clear that strong instructional practices are equally crucial. Keep looking for ways to reinforce foundational math skills, celebrate the progress students make, and know that your efforts are making an impact.
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.
Learn how Madam C. J. Walker built her company and created economic and philanthropic opportunities.
Tuskegee Institute
Genre: Photograph | Creator: Frances Benjamin Johnston | Date: 1902
Background
In 1902, Frances Benjamin Johnston took this photograph of the chemistry lab at the Tuskegee Institute, a school of higher education for Black Americans. Booker T. Washington was the Alabama school’s first principal. He raised funds, built and expanded the school, and recruited influential teachers, including scientist and inventor George Washington Carver, who is pictured second from the right and is framed by the doorway.
Use the following question to lead a discussion:
How might Booker T. Washington have reached out to Black Americans to attend the Tuskegee Institute?
Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation.
The photograph shows a well-appointed chemistry lab at the Tuskegee Institute. The students are all Black men wearing suits and ties.
Johnston was a photojournalist who was interested in education and documented several educational institutions, including the Tuskegee Institute.
Johnston, who was commissioned by Booker T. Washington to take photographs at the Tuskegee Institute, intended for these photographs to reach a wide audience. It was likely meant to publicize the work being done at the Tuskegee Institute.
This source shows a classroom in the Tuskegee Institute at the beginning of the 20th century, but it does not provide information about the school or its significance.
In a photograph, like in other forms of visual media, the artist chooses what to include in the frame. Have students reflect on the details included in this photograph to help them infer the photographer’s purpose.
A photograph reflects a specific moment in time. Have students think about how classrooms today are similar to and different from the one shown in the photograph.
To extend discussions, consider asking the following questions.
February 6, 2025 7:39 am
From their standards alignment to their data-driven design, equitability, and teacher supports, we’re exploring how HQIM prove their effectiveness and earn that famous “HQ”.
Keeping up with the latest buzzy “It” thing in education can feel like a game of whack-a-mole for enthusiastic but time-strapped teachers and district leaders. Even if you’re familiar with what each new theory, technique, or product is, there’s still an analysis process of, “It sounds exciting… but is it affordable? Sustainable? Equitable?” You also need to determine if your school or district has the capacity (and the willingness…(best of luck there)) to pivot away from whatever “It” is replacing.
For all that effort, this latest shiny thing sure as heck better be effective, right?
That’s an easy one to answer when what you’re considering are High-Quality Instructional Materials, or HQIM.
As you’re no doubt aware, HQIM are research-based resources and curricula that are designed to meet specific educational standards and improve learning outcomes across subjects, and they’re the topic of conversation in teachers’ lounges and district meetings around the country.
While having “high quality” in the name suggests efficacy is inherent, it’s important to understand what exactly makes HQIM so powerful in the classroom.
HQIM are effective in part because their standards alignment isn’t just a hit-or-miss bonus feature of an otherwise one-size-fits-all product. HQIM are specifically designed to align with national academic standards and your state’s own standards, ensuring students can access the content and skills outlined in those standards… and, importantly, making it easier for districts to access funds for the materials. (Now we’ve got your attention!)
Another way HQIM check off the “efficacy” box is by providing rigorous content appropriate for the grade level. All students should be getting comprehensive work with grade-level problems through practice, collaboration, and both summative and formative assessments, and HQIM applies extensive research to help ensure students can do so and confidently progress at the end of each academic year.
HQIM go well beyond checking off the standard to-dos to provide educators and students with what they need for effective, empowered learning.
Do your current materials include clear lesson plans, differentiated activities, and embedded formative assessments to guide you as you deliver effective instruction? If not, consider exploring HQIM options, which prioritize these types of educator supports. HQIM platforms also typically allow teachers to adjust pacing, modify lessons, or incorporate supplemental materials that are more relevant to their classrooms, creating a customized instructional approach.
HQIM are loaded with engaging activities, relevant real-world examples, and varied instructional strategies to keep students actively involved in the learning process. They can also include adaptive learning pathways and incorporate technology to support personalized learning.
If it wouldn’t work for every student, it couldn’t call itself “high quality”, right? With HQIM, different learning styles and abilities, including those of English language learners, are all accounted for and accommodated. Plus, the content reflects diversity and promotes equity, ensuring every student has access to an engaging, respectful, high-quality education.
At a foundational level, HQIM are based on research and evidence of effectiveness to ensure materials are optimized for student learning. Their data-driven insights and AI integration support proven instructional strategies, often including formative assessments to track progress and adapt learning paths, equipping you for effective teaching.
With everything HQIM offer today’s educators, the question changes from “Is it effective?” to “Can you be as effective without it?” Research shows a direct correlation between using high-quality materials and increased student learning outcomes, and it reduces teacher workload at this critical, often-understaffed time. With HQIM, teachers can spend less time searching for materials and more time focusing on student interaction and differentiation.
Set down the whack-a-mole mallet for a bit. Direct the time and energy you’d normally spend trying to cobble diverse materials together for a coherent curriculum into understanding what HQIM can do for your school or district. Give yourself the chance to provide all students with rigorous and relevant content, narrow achievement gaps, and ignite learning breakthroughs.
February 5, 2025 9:00 am
Published by: The Philadelphia Inquirer
The Philadelphia fourth and eighth graders who took part in the Trial Urban District Assessment (TUDA), a special exam of the biennial National Assessment of Educational Progress report (NAEP), performed better in 2024 in both reading and math.
May include subscriber-only content
January 29, 2025 8:00 am
Published by: Pittsburgh Post-Gazette
Math proficiency rates have improved in recent years among Pittsburgh Public third graders, but more work needs to be done to close gaps seen in different student subgroups.
May include subscriber-only content