Muscogee (Creek) Nation Declares December 2013 National Literacy Month With myON
Literacy to Strengthen the Nation One Syllable at a Time
MINNEAPOLIS, Minn. December 10, 2013- The Muscogee (Creek) Nation is investing in their future by partnering with myON to implement a literacy program for all Muscogee (Creek) Nation citizens. They are declaring December 2013 as National Literacy month. This partnership with myON supports the belief that personalized reading instruction will provide a strong educational foundation for Muscogee (Creek) citizens and will strengthen the future workforce for the nation.
Muscogee (Creek) Nation wants all Creek citizens, especially children, to have the best opportunity to become productive tribal citizens. Principal Chief George Tiger and the National Council have shown strong support for the creation of the literacy program. They want to establish their students on a positive track to graduation by emphasizing the importance of reading proficiency and increased student achievement.
“I am proud to be named the official spokesperson for the literacy program to represent the voice of our people,” stated the Muscogee (Creek) Nation First Lady, Frances Tiger. “Our entire community is thrilled to support reading; we believe that the advancement of literacy is the key to future success sand providing additional opportunities for everyone.”
The myON literacy program embraces the tribe’s history and culture; Muscogee (Creek) Nation elders digitally recorded books in their native language, ensuring that their traditional words and stories are saved for posterity. In past years, the language has been in decline, but including books on myON in the native language will help to keep their ancestral language alive.
“Providing digital books in our native language is another way to encourage Muscogee (Creek) Nation youth to learn the Creek language and to pass on our culture and history to future generations,” stated Dr. Wayne Johnson, Muscogee (Creek) National Secretary of Education and Training. “Our literacy program is extremely important to all aspects of tribal development.”
myON reader provides a unique personalized online reading environment that offers unlimited access to the largest collection of enhanced digital books with multimedia supports, including naturally-recorded audio, text highlighting and an embedded dictionary. With more than 5,100 titles available, myON automatically creates a recommended booklist for each student based on his or her individual interests and reading levels using The Lexile® Framework for Reading. Using myON, students gain confidence in their abilities, take ownership in their reading growth, and achieve success across the curriculum.
“We are honored to participate in this literacy partnership with the Muscogee (Creek) Nation. We share with the entire nation an awareness of the importance of literacy,” said myON President Todd Brekhus. He added, “myON allows Muscogee (Creek) Nation to give their children access to thousands of books that will advance their education as well as preserve their native language and culture.”
myON, a business unit of Capstone, develops personalized learning environments for students. As the flagship product, myON reader provides access to the largest integrated collection of enhanced digital books with multimedia supports and embedded Lexile assessments to measure reading growth. Using myON reader, students gain confidence in their abilities, take ownership in their reading growth, and achieve success across the curriculum. Since the platform launched in January 2011, more than 3 million students have logged on to read upwards of 6.25million books. For more information, visit www.myON.com
2013-14 Follett Challenge Invites Entries, Announces Judges
MCHENRY, Ill., Dec 10, 2013 – The 2013-14 Follett Challenge is underway, offering a total prize of $200,000 in Follett products and services to schools best demonstrating innovative approaches to 21st century learning.
Fifteen schools from all levels of education will be honored in this year’s contest, and semifinalists will be named in four categories: elementary, middle, high school and magnet/parochial/preK-12 schools. The Follett Challenge website (www.FollettChallenge.com) is currently accepting entries for the 2013-14 contest with the deadline closing on Feb. 28, 2014.
Serving as the 2013-14 judging panel:
· Meg Omainsky, a librarian at Henry M. Gunn High School in Palo Alto, Calif. Omainsky’s school was one of last year’s two $60,000 grand prize winners. Omainsky has been an innovative educator for more than 12 years, during which time she served as English, ELD and reading teacher as well as teacher librarian at the secondary level.
· Patrice Bryan, who teaches social justice and Semester of Service at Maplewood Richmond Heights High School in St. Louis. Bryan’s school joined Henry M. Gunn High School as the 2012-13’s other grand prize winner. Bryan taught English for 20 years before moving into the Service Learning area.
· Michael Gorman, 1:1 coordinator at Southwest Allen County Schools in Fort Wayne, Ind. He consults for Discovery Ed, November Learning, PBS, and BIE.
· Andrew Miller, an education blogger who has taught both in the brick-and-mortar classroom and online. He currently serves on the National Faculty for the Buck Institute for Education and ASCD.
· Paul R. Sanfrancesco, who is director of IT for the Garnet Valley School District (Glen Mills, Pa.). Prior to his current position, he was director of technology for the more than 200 schools of the Archdiocese of Philadelphia.
· Susan Adelmann, vice president of strategic partnerships for Follett School Solutions. Her work at Follett has centered on digital and personalized learning platforms, data measurement and interoperability and other emerging technologies that support 21st century learning in K-12 schools.
The judges will be seeking applications that illustrate critical thinking, communication, creativity and collaboration between students and among teachers and other members of the school staff. The final score for the semifinalists will be based on the final rubric score from the panel of judges plus the number of votes the submitted video receives. That score will be weighted 70 percent from the judges’ final rubric scoring and 30 percent from the video voting.
With a total prize value of $200,000 in products and services from Follett, the overall winner will earn a $60,000 prize, while each of the other three semifinalists will earn $30,000 prizes. Ten $5,000 prizes will be awarded to the “People’s Choice” winners — those schools that receive the highest number of online votes from the public. Judges will select the grand-prize winner from among the four semifinalists.
To participate, entrants must complete an online application and upload a three- to five-minute video describing their program at www.follettchallenge.com.
Key contest dates are:
· Feb. 28, 2014: Entries close.
· March 7, 2014: Video voting begins.
· April 4, 2014: Video voting ends.
· April 14, 2014: Four semifinalists and 10 video winners announced.
· May 16, 2014: Grand prize winner announced.
For more information on the Follett Challenge, visit www.follettchallenge.com.
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About Follett’s PreK-12 Business
Follett is the largest provider of educational materials and technology solutions to PreK-12 libraries, classrooms, learning centers and school districts in the United States, and a major supplier to educational institutions worldwide. Follett distributes books, reference materials, digital resources, ebooks and audiovisual materials, as well as pre-owned textbooks. Follett also is one of the leading providers of integrated educational technology for the management of physical and digital assets, the tracking, storing and analyzing of academic data, and digital learning environment tools for the classroom focusing on student achievement.
About Follett Corporation
Since 1873, Follett has served as the trusted partner in education for students and educators at all levels of learning. Today, Follett delivers physical and digital learning materials, retail services, school content and management systems to more than 70,000 early childhood, primary and secondary schools, and on more than 1,000 college campuses. Headquartered in River Grove, Illinois, Follett is a $2.7 billion privately held company.
Goalbook Offers Holistic Approach to Empower Teachers
Solution integrates technology, professional development, and research to help teachers personalize instruction
PALO ALTO, Calif. (Dec. 10, 2013) — Supported by ImagineK12 and the New Schools Venture Fund, Goalbook is thrilled to announce its Toolkit is now available to districts nationwide. Their mission is to empower teachers to ensure access and equity for all students – including students with special needs, English language learners, and students requiring academic and behavior interventions.
Personalized instruction is the key to a successful education system, but as classrooms grow increasingly diverse, it can be a challenge for teachers to reach every child. Goalbook’s solution combines leading pedagogical research with its innovative technology to help educators personalize instruction for students.
“Decades of research show that teachers are the most important school-based factor in a child’s education,” said Daniel Jhin Yoo, Goalbook’s co-founder, a former special education teacher and administrator, and previous Google software developer. “We believe the best way to overcome existing achievement gaps is to empower educators with the resources and tools to design instruction that accounts for each student as an individual and makes the success of every child attainable.”
Goalbook’s key to success is its unique approach to developing teacher resources and professional development, based on leading research from Universal Design for Learning (UDL). Created by the nonprofit research center CAST, UDL is a design framework for applying evidence-based strategies to reduce learning barriers and improve the learning for all students.
“We partner with districts to implement technology and design professional development thoughtfully,” said co-founder, Justin Su, former director of operations and technology for Rocketship Education. “We help equip teachers with the tools to smash learning barriers and make a real impact in the classroom.”
Since launching in 2011, the company has rapidly expanded working with over 100 district customers in 30 states. Its content spans Pre-K to 12th grade in the core academic subject areas, in addition to behavior, social emotional and autism support.
At Goalbook, our mission is to empower teachers to ensure access and equity for all students. We integrate innovative technology, professional development, and leading pedagogical research to offer a holistic solution for helping teachers personalize instruction for students. Founded by former teachers and administrators, Daniel Jhin Yoo and Justin Su, Goalbook partners with over 100 district customers in 30 states. Goalbook was part of ImagineK12’s inaugural class and the first company funded through New Schools Venture Fund’s Seed Fund.
Edgenuity Now Taking Second Semester Enrollments for NCAA-approved Courses
Edgenuity’s Rigorous, Standards-Aligned Courses Help Prepare
Student-Athletes to Succeed in College
Scottsdale, AZ – December 10, 2013 – Edgenuity, a leading provider of online and blended learning solutions, announced today that it is accepting second semester enrollments for courses that have been reviewed by the National Collegiate Athletic Association (NCAA) and found to meet its requirements for high school student-athletes. Through Edgenuity’s Instructional Services program, districts and schools can now enroll student-athletes in Edgenuity’s online courses to help them fulfill their academic requirements and drive positive academic outcomes while accommodating each student-athlete’s training and travel needs.
“Edgenuity’s individualized, student-centered learning experience and virtual instructors can be used by student-athletes to ensure they are prepared with the knowledge and skills they need when they enter college,” said Sari Factor, CEO of Edgenuity. “Edgenuity’s engaging platform is designed to help students become active participants in their own education and prepare them to be self-directed, lifelong learners who are ready to succeed in college.”
Edgenuity courses are NCAA approved when taught by an Edgenuity Instructional Services teacher. Instructional Services provides a state-certified teacher who interacts with students via web conferencing, virtual whiteboard, email, phone, and chat to provide direct instruction and support. Districts and schools are also able to offer NCAA-eligible online courses using Edgenuity’s curriculum without utilizing Edgenuity’s instructional services. However, they need to contact the NCAA to submit documentation describing their implementation model and showing how it meets NCAA’s requirements.
Edgenuity continues to work with NCAA and has been awarded “extended evaluation” status. This indicates that NCAA has completed a thorough review of Edgenuity’s curriculum and implementation model, and has found that it meets their guidelines for online courses. As part of the extended evaluation, NCAA continues to monitor coursework from actual student athletes enrolled in online courses through Edgenuity Instructional Services.
For more information on Edgenuity’s NCAA-eligible curriculum for high school students, please seewww.edgenuity.com/NCAA.
Edgenuity (formerly E2020, Inc) provides engaging online education solutions that propel success for every student, empower every teacher to deliver more effective instruction, and enable schools and districts to meet their academic goals. Edgenuity delivers a range of Core Curriculum, AP®, Elective, Career and Technical Education (CTE), and Credit Recovery courses aligned to the rigor and high expectations of state, Common Core and iNACOL standards and designed to inspire life-long learning. Fully flexible for use in any blended or online learning model, Edgenuity supports an environment where personalized learning is possible. With 185 semester-long courses and growing, Edgenuity has already driven outcomes for more than one million students in schools and districts across the country. For more information, and to see Edgenuity in action visit Edgenuity.com.
Washington, D.C. — America’s teacher preparation programs are not providing future teachers with the knowledge and practice in effective classroom management strategies necessary to deal with disruptive student behavior, according to a new report released today by the National Council on Teacher Quality (NCTQ). Effective research-based strategies exist to help novice teachers manage their classroom from the start, yet the analysis of 122 programs finds that most do not draw from the research and that classroom management in general rarely gets the focus it deserves.
“In no small part due to common incidents of student misbehavior, teaching can be a harrowing experience, particularly in that first year,” said Kate Walsh, President of NCTQ. “It is unacceptable that half of the programs we studied encourage teacher candidates to develop their own ‘personal philosophy of classroom management,’ when there are proven, research-based strategies. New teachers deserve better. It is time for teacher prep programs to focus on classroom management so that first-year teachers are prepared on day one to head off potential disruption before it starts and learning can take place.”
NCTQ identified the five most important research-based classroom management strategies for training teacher candidates based on 150 studies conducted over the last six decades. These strategies include:
- Rules: Establish and teach classroom rules to communicate expectations for behavior.
- Routines: Build structure and establish routines to help guide students in a wide variety of situations.
- Praise: Reinforce positive behavior, using praise and other means.
- Misbehavior: Consistently impose consequences for misbehavior.
- Engagement: Foster and maintain student engagement by teaching interesting lessons that include opportunities for active student participation.
Using these strategies, NCTQ examined a sample of 122 teacher preparation programs by reviewing the lecture topics for courses, the assignments made to teacher candidates, the timing and content of practice opportunities, instruments used to observe and provide student teachers with feedback, and required textbooks. The key findings of the report include:
- Programs can correctly claim to cover classroom management, with only a tiny fraction of programs (<3 percent) in the sample ignoring basic instruction. However, it is generally scattered throughout the preparation program, rarely getting connected and concentrated focus.
- Most programs do not draw from the available research, which any teacher (and indeed parent) would benefit from knowing. Especially disfavored are the strategies of imposing consistent consequences for misbehavior and – most markedly – the importance of using praise and other means to reinforce positive behavior.
- In most programs, instruction is generally divorced from practice (and vice versa), with little evidence that what gets taught gets practiced. Only one-third of programs require real or simulated practice of classroom management skills as they are learned. This disconnect extends all the way through the programs to the student teaching experience.
- Effective training in classroom management cannot, in fact, be embedded everywhere throughout a teacher preparation program, as some teacher educators claim. Embedding training everywhere is a recipe for having effective training nowhere.
Consistent with other NCTQ findings about teacher preparation, there is little consensus in the field regarding what aspects of classroom management should be taught or practiced, with programs that do train candidates on specific strategies often focusing on those with less research support, such as using proximity or eye contact to re-engage students. Walsh added, “Regrettably, while we found some programs which did quite well on certain aspects of classroom management, we did not find any one program that did well across the board: teaching the five most proven strategies and creating opportunities for practicing them with plenty of strong feedback. The field’s leadership continues to send strong signals that teachers who can deliver a sufficiently engaging lesson will never have a behavior problem they have to solve. Any teacher can tell you that just isn’t the case.”
NCTQ recommends that programs rethink their approach to preparing their teacher candidates immediately by training candidates in research-based strategies in their first foundational courses and practicing them all the way through to their culminating experience as student teachers. NCTQ also calls for state regulations and emerging accountability instruments, such as the edTPA, to include the research-based strategies.
To view the full report, visit here
About the National Council on Teacher Quality
The National Council on Teacher Quality is a non-profit organization comprising reform-minded Democrats, Republicans, and Independents entirely funded by private funds. The organization supports reforms in a broad range of teacher policies and seeks to lend transparency and accountability to the institutions that have the greatest impact on teacher quality: state governments, institutions which prepare teachers, school districts, and teachers unions. For more information, visit: www.nctq.org.
Primoris Academy Steps Up Safety on Snow Days
New Jersey school for gifted sends early alerts to help keep students and parents off icy roads
December 10, 2013 – Troy, Ohio Snow days are now safer for students and parents at Primoris Academy, a private school for gifted children in Bergen County, New Jersey. Parents hit the roads early to get their children to school. Thanks to a new contract with One Call Now, administrators will be able to quickly contact parents when the school is delayed or closed.
Families of Primoris students span a 50-mile radius. Some students travel more than an hour to get to school. “When we have delays, closures or early closures, we needed a way to reach parents before they start driving to school,” said Paul Wharton, Director of Marketing and Public Relations at Primoris Academy. “Primoris parents are active participants in their children’s education. We want to do everything possible to help them.”
The service’s flexibility and affordability were the stand-out features that secured the contract for One Call Now, according to Wharton. “We wanted to have a reliable emergency notification process in place in our first semester and we knew we needed it before the winter weather set in,” said Wharton. “Knowing that we can use the service for day-to-day communications is an added bonus.”
Administrators have introduced One Call Now to Primoris Academy families and given the system a test run. “Everyone is happy with this service,” added Wharton. “It works great and has given us all a high level of confidence.”
About Primoris Academy
Primoris Academy is New Jersey’s only school exclusively for gifted and talented children. The independent, not-for-profit private school is located in Westwood, New Jersey and serves the greater Bergen County area, including Rockland, Westchester, Passaic, Hudson, Essex, and Morris County. Fulfilling the special needs of educating gifted and talented children is Primoris’ singular focus. Primoris Academy was founded in August 2012 and welcomed 25 students for the 2013-2014 school year. Learn more atwww.primorisacademy.org.
About One Call Now
Founded in 2002, One Call Now is America’s largest message notification provider, with 20 percent of American households—55 million Americans—depending on the company for messages that protect, inform, and engage. Schools nationwide use One Call Now’s high-speed, fully redundant service to quickly and easily send messages to thousands of staff and parents simultaneously. One Call now is proud to support the mission of educators through partnerships with anti-bullying organization Olweus, sponsorship of the Million T-Shirt March Against Bullying, free levy calls for schools, and KidsReadNow.org, Once Call Now’s national summer reading program designed to stop the summer reading slide in elementary schools. For more information, please visit www.onecallnow.com.
CHALK Preschool Online Makes Preschool Education Available to All
Quality early education program now free online so all children can get a head start
In response to President Obama’s call for a universal early education initiative, the growing body of research that shows how vital preschool learning is for kids later in life and the lack of resources to fulfill this aim, CHALK Preschool Online announced that their innovative preschool program is available online at no cost. The CHALK Preschool Online curriculum is based on the successful program developed and tested in their brick-and-mortar schools in Chicago and Los Angeles.
Research by James Heckman, one of the nation’s top economists studying human development, confirms that early education has a profound effect on a child’s life. It improves their cognitive abilities and success in college, as well as setting them up to earn a higher income. It also influences behavioral traits, such as sociability, motivation and self-esteem and has been shown to lower incarceration rates.
Too often quality preschool programs that deliver these benefits are available only to families who can afford to send their children to a school like the CHALK Preschools in Chicago and Los Angeles. Now that quality curriculum is freely available online to any family who wants to give their child a jump-start in life.
The website offers a hands-on educational experience that incorporates art, laughter and the imparting of knowledge in a safe and inspirational online preschool setting. With over 8,000 videos exclusively produced for the program, every day of the week provides a new step in a continuing educational journey. Motor skills are encouraged by dancing along to original songs that reflect the learning standards. Core subjects are introduced and then re-enforced through developmentally appropriate, hands-on activities.
The daily calendar is structured into a complete school day with multiple lessons in literacy, math, science and art. Lessons are made easy with the materials checklists. The structure of the program simplifies life for busy parents giving them the flexibility to work with their children as time permits.
Another feature of the CHALK Preschool Online program is that with the use of screen-sharing out-of-state grandparents, or loved ones serving oversees, can participate in these activities and be take an active role in the child’s early education.
Now that CHALK Preschool is available online at no cost, every child has access to a quality preschool education.
Visit Chalk Preschool Online at http://www.chalkpreschool.com
Introducing ClassFlowTM – A Revolutionary New Learning Platform for Teachers that Makes Lesson Planning More Efficient and Lesson Delivery More Impactful
Now teachers can save time creating lessons and engage students like never before by turning mobile devices into a dynamic & collaborative classroom experience
Atlanta, Georgia (December 9, 2013) Promethean announces ClassFlow™ – a transformative, cloud-based classroom orchestration tool that enables teachers to create lessons, deliver interactive content across multiple devices, and assess student understanding. With ClassFlow, teachers can build and access interactive lesson plans from any web browser. In addition, ClassFlow allows teachers to foster student engagement by connecting mobile devices such as educational tablets, smartphones, and laptops to classroom displays and interactive whiteboards. As a result, teachers can use real-time student responses to instantly adjust any lesson plan when it matters the most – in the moment of learning.
“It is an exciting time for educators and students as teaching and learning environments are evolving to foster learning that is more relevant, collaborative and personalized,” said Scott Cary, Head of Products at Promethean. “In many classrooms, the challenge in achieving those ends is not a lack of technology and teaching resources, but orchestrating their use to effectively impact learning outcomes. ClassFlow was designed to meet this need.”
Beginning in January 2014, teachers will be able to sign up for a complimentary ClassFlow account and will be able to easily:
Build and access interactive lessons—anytime, anywhere.
- Deliver, create, and easily organize lessons from any web browser
- Develop lessons by seamlessly incorporating a wide variety of teaching resources and formats–video, PowerPoint, documents, flipcharts, webpages, new content and more
- Collaborate with a community of teachers by sharing lessons online
Engage students like never before —Turn any mobile device into a dynamic & collaborative experience
- Exchange ideas and information throughout the classroom by connecting interactive whiteboards, projectors or flat panels to individual student mobile devices
- Deliver and interact with each part of the lesson where it’s most powerful—on an interactive classroom display or on the mobile devices in students’ hands
- Extend learning by sharing student work examples to provide a different perspective, address areas of confusion or dive deeper into the topic at hand
- Drive your lesson from anywhere in the classroom using your own mobile device
Improve student results by guiding instruction when it matters most – in the moment of learning
- Turn educational tablets, smartphones and laptops into rich-media student response and polling tools that offer two-way communication between students and teachers
- Deliver digital lesson content into students’ hands for annotation, response or manipulation
- Connect assessment to learning by using rich, real-time feedback to differentiate instruction based on students’ learning needs and styles
- Access student responses as they occur or save results for later review and reporting.
“Today’s classrooms are changing. Teachers strive to make the classroom more engaging, effective and geared to today’s learners,” said Jim Marshall, CEO of Promethean. “With the rapid proliferation of screens in the classroom, teachers need to revolutionize their content and lesson delivery. In response to the diversity of their students and the focus on personalized instruction, teachers also need to be able to quickly and easily assess student understanding and adjust the activity and instruction in the classroom to meet those needs.”
Promethean developed ClassFlow in order to ensure that investments in classroom technology a have real, measurable, educational impact. By consulting with many of the world’s most innovative and successful teachers, administrators, trainers, technology officers, and other education visionaries, ClassFlow was designed to enable schools to breathe educational purpose into mobile devices and other existing classroom technologies.
“When teachers have a quick and easy way to monitor each individual’s needs, they are better able to adjust the lesson or intervene individually to meet each individual’s needs,” said Ron Clark, teacher, bestselling author, and founder of the Ron Clark Academy. “Immediate feedback allows students to understand how they are doing and better direct their own learning. Using ClassFlow results in more effective teaching, more active student participation and higher student achievement.”
The initial release of ClassFlow will be offered in English for U.S. teachers, with additional locations and languages planned throughout 2014. For more information about ClassFlow, visit http://www.classflow.com
Promethean is a global education company that improves learning productivity by developing, integrating and implementing innovative 21st century learning environments that make everyone more engaged, empowered, and successful. The company is headquartered in Blackburn in Lancashire, England, with U.S. headquarters in Atlanta, Georgia. For more information, please visit www.prometheanworld.com
©Promethean 2013. All Rights Reserved. Promethean and ClassFlow are trademarks of Promethean.
Student Engagement, Comprehension with Flipped Learning
BELLEVUE, Wash. (Dec. 10, 2013) – EDUonGo, Inc., a company that enables anyone to launch an academy and share knowledge, provides the intuitive, simple and personalized learning environment needed to support flipped learning in the classroom. More than 300 schools and educators utilize EDUonGo to create customized learning environments to match the unique needs of each class, instructor and student.
Tom Driscoll, a social studies teacher at Putnam High School in Putnam, Conn., turned to EDUonGo in 2012 after recognizing the need for a learning platform that would help him effectively implement Flipped Mastery—a flipped learning model—in his classroom. He wanted a platform that could encourage collaboration and communication among students.
“After trying several learning platforms that failed to deliver the flexibility I needed for my students, I connected with the team at EDUonGo,” said Driscoll. “My goal was to use one system to create a collaborative online environment, as well as incorporate elements of game-based learning. EDUonGo let me build a customized learning environment that meets these needs, amplifying the flipped learning lessons and increasing students’ ownership of their learning.”
While many schools incorporate flipped learning for one or two classes, Clintondale High School in Clinton, Mich., is the first school to implement for all grades. After incorporating the model in 2011, Clintondale’s principal, Greg Green, recognized the need for a robust learning platform to support his flipped learning initiative. Like Driscoll, Green tried many platforms before choosing EDUonGo.
“Our students responded really well to the flipped learning model, but I knew that was just the beginning,” said Green. “I needed to take flipped learning to the next level and make it a real success at our school. I knew that in order to do so, additional resources would be necessary. With EDUonGo we are receiving a straightforward, intuitive platform for teachers to create the collaborative and customized learning environments necessary to generate higher-level thinking and participation among students.”
A case study detailing the successful incorporation of EDUonGo into Driscoll’s social studies classroom at Putnam High School is available for download at: http://eduongo.com/v2/website/web/flip_your_school/.
EDUonGo enables everyone to share knowledge through an online learning environment. Schools, institutions and individuals partner with EDUonGo to host online academies through its cloud-based platform. With more than 1,000 registered institutions and 7,000 users worldwide, EDUonGo is the fastest and most powerful way for anyone to launch an online course. For more information, visit www.EDUonGo.com.