December 9 K-12 Webinar: Addressing Equity in Digital Era
Education Department Officials and District Leaders to Share Perspectives
Washington, DC (December 3, 2014) – Join CoSN (Consortium for School Networking) and U.S. Department of Education officials on Tuesday, December 9 at 1:00 p.m. ET for an hour-long discussion on closing the digital access gap in today’s K-12 landscape.
Richard Culatta, Director, Department of Education’s Office of Educational Technology, and Joseph South, Deputy Director, Department of Education’s Office of Educational Technology, will share their perspectives from a national level. Melissa Tebbenkamp, Director of Instructional Technology, Raytown Quality Schools (MO), will share her district-level insights.
The presentations will be followed by a question and answer session with participants.
WHO: 
  • Richard Culatta, Director, Office of Educational Technology
  • Joseph South, Deputy Director, Office of Educational Technology
  • Melissa Tebbenkamp, Director of Instructional Technology, Raytown Quality Schools (MO)
WHEN:
Tuesday, December 9
1-2 p.m. ET
REGISTRATION: 
Webinar participation is open to CoSN members and the media. Click here to learn more and to register.
Press should contact Michael Kaplun at michaelkaplun@cosn.org for details.
CoSN’s yearly webinar series features education technology experts worldwide for an interactive conversation on the challenges and opportunities facing K-12 educators and administrators.
Learn about CoSN webinars at: cosn.org/webinars-all.
About CoSN 
CoSN is the premier professional association for school system technology leaders. The mission of CoSN is to empower educational leaders to leverage technology to realize engaging learning environments. Visitcosn.org or call 866-267-8747 to find out more about CoSN’s focus areas, annual conference and eventsadvocacy and policy, membership, and the CETL certification exam.
Learn about CoSN’s 2015 Annual Conference in Atlanta, March 16-19, at: cosnconference.org.
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Follett’s New Destiny Resource Manager

Will Track, Circulate All K-12 District Assets

Robust solution will manage textbooks,

laptops, tablets, equipment, much more

 

MCHENRY, Ill., Dec. 3, 2014 –Follett this week introduced Destiny Resource Manager, a new, universal system that enables K-12 districts to track and manage all school assets. Destiny Resource Manager represents an evolution from Follett Destiny Asset Manageras it will monitor barcoded textbooks in addition to traditional assets such as laptops, tablets and equipment.

“Follett Destiny Resource Manager will provide school districts with greater organizational efficiency and effectiveness, and meet the demand for administrative accountability as well as student learning responsibility,” said Tom Schenck, president of Follett School Solutions. “It also will help districts with the print-to-digital transition, by managing all 1:1 devices.”

Follett Destiny Resource Manager is designed to give administrators the data and insights they need to track and circulate all school assets, Schenck said, as well as ensure accountability to make accurate, fact-based budgeting and purchasing decisions. “It will save districts the lost budget dollars that occur when assets come up either missing or misplaced, and more importantly will maximize access, ensuring the right resources reach the right hands at the right time,” he said.

The new resource management product will have the ability to provide a complete view of each student’s responsibilities, including print and digital textbooks, tablets, and band instruments, as well as special ed, STEM and sports equipment. For teachers and staff, assets such as computers, IT networks, audio-visual equipment, facility property and confidential records all can be efficiently tracked and monitored. One of the product’s early adopters is Groton Public Schools in Groton, Conn.

“We have nearly 300 brand-new Chromebooks here at our district, for example, so we will be able to see the advantages of Follett Destiny Resource Manager immediately,” said Jennifer DeBell, inventory control and purchasing agent for Groton Public Schools. “Our staff here is flabbergasted with the quality and amount of information you can capture, and how granular you can customize the information you need for accurate and in-depth reporting.”

DeBell said her district also will use Follett Destiny Resource Manager to track and monitor its diverse collection of existing computers, tablets, printers, and electronic whiteboards.

Collectively, more than 61,000 schools in the U.S. are using market-leading Follett Destiny Library Manager, Follett Destiny Textbook Manager and Follett Destiny Asset Manager. Destiny Resource Manager will replace Destiny Asset Manager.

For more information on Follett’s PreK-12 business, visit FollettLearning.com.

 

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About Follett’s K-12 Business | follettlearning.com
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| follett.com

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 Westchester, Illinois, Follett is a $2.7 billion privately held company.

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National Council on Teacher Quality Releases Study Finding Teachers Must Work 24 Years, on Average, to Reach $75,000 Salary

Huge variations among school districts in the time it takes to earn higher salaries, creating big differences in lifetime earnings

December 3, 2014 – A study looking at the salaries of teachers in 113 mostly large school districts which employ about 20 percent of the nation’s public school teachers finds that teachers’ lifetime earnings vary greatly from district to district, due largely to a much unstudied factor: the time it takes to climb the salary ladder.

The report, Smart Money: What teachers make, how long it takes and what it buys them,finds that the salary information that usually gets the most attention —starting or ending salaries— doesn’t tell the whole story.  While it takes an average of 24 years for teachers to reach a common salary of $75,000,* some districts, like Boston Public Schools, take as few as 7 years while other districts, like Wichita Public Schools, take more than 30 years. Even after adjusting for cost of living, there are still big disparities.  Teachers in Albuquerque Public Schools work over 30 years to get to the same adjusted salary that teachers in Shelby County Schools (TN) make in 10 years.

The report answers the question of which districts get teachers to the top of salary ladders fastest, where they can earn the most money and, after adjusting for the cost of living, which districts provide teachers the most “bang for the buck.”

“In many districts, teachers are working for years and years under a system of small, incremental raises. We know it doesn’t have to be this way.  There are districts that allow teachers, especially exemplary teachers, to more quickly reach their top salaries,” commented Kate Walsh, President of the National Council on Teacher Quality, a research and policy organization dedicated to ensuring every classroom is led by a quality teacher. “While some of these districts are able to do so because they converted to a performance pay system, like Washington, D.C., some do so using a traditional model of teacher compensation, like Chicago and Milwaukee.”

The report also ranks districts by available lifetime earnings adjusted by the cost of living for each district. The ranking accommodates performance pay districts by giving each of those districts three rankings: one based on the likely lifetime earnings of a teacher with average evaluation ratings, the second based on the likely lifetime earnings of a teacher with above-average ratings and the third based on the likely lifetime earnings of a teacher consistently rated as exemplary.

The top five districts on lifetime earnings include Pittsburgh and the District of Columbia, for highly effective teachers in those two districts, as well as all teachers in Columbus (OH), Atlanta and Jefferson County (KY), which operate under more traditional compensation schemes.

The five districts with the lowest adjusted earnings all have uncommonly high costs of living, depressing what initially appear to be relatively generous salaries:  New York City, Hawaii, San Francisco, Newark and Oakland. Newark, a district where performance determines teacher pay, is ranked at the bottom for teachers evaluated as average performers (after adjusting for cost of living). The district earns a higher ranking for teachers who are consistently evaluated as effective (45th versus 99th).

Other noteworthy findings:

  • Starting and ending salaries can be highly misleading.  For example, Rochester posts relatively high starting and ending salaries ($42,917 and $120,582 respectively), but, over a 30-year career, teachers accrue $1.92 million in lifetime earnings. Conversely, Milwaukee teachers start at $41,070 but accrue $2.04 million over their careers because it only takes 15 years to get to their lower max salary of $78,143.
  • The maximum salary a teacher can earn over a 30-year career ranges significantly across districts, starting with $52,325 in Oklahoma City up to $106,540 for an exemplary teacher in the District of Columbia.
  • After adjusting for the cost of living, districts make dramatic shifts in ranked positions. The maximum pay in New York City, while higher than most districts in nominal dollars, has the buying power of approximately $23,200 in adjusted dollars; Columbus (OH) offers the highest ‘bang for the buck’ at $100,400 in adjusted dollars.
  • All performance pay systems are not created equal. Some districts like D.C. and Pittsburgh make it possible for exemplary teachers to earn the maximum pay in relatively short order, while others like Jefferson Parish and Caddo Parish in Louisiana do not.

The report recommends that teachers and unions negotiating on their behalf look past the starting and ending salaries to examine lifetime earnings. Teachers who are unsure about how long they wish to teach should at least examine likely earnings over five years, where dramatic differences can also be found. NCTQ posts such data on the 113 districts in this study through NCTQ’s Teacher Contract Database.  Salary information for other districts can be retrieved from either the local union or the district HR office.

The report also recommends that school districts with higher lifetime earnings should market their standing to attract the best candidates. In general, the report urges school district leaders, teachers and policy makers to invest in designing salary structures to shape teaching into the sustainable career it deserves to be.

The full report, including the rankings for all of the districts in the study, is available here.

Methodology

NCTQ analyzed teacher salary schedules for school year 2013-2014 (the most recent year for which such data are available) from 113 public school districts. The districts include the largest 50 districts in the United States, the largest district in every state, Broad Prize Winners and Gates Investment districts.

All factors on lifetime earnings were held constant to permit comparison, including the number of years a teacher works (30) and the education credits a teacher would have earned.  The salary of a 30-year veteran teacher was based on earning a master’s degree after working five years, an additional 30 credits after 10 years and an additional 30 credits after 15 years.

To adjust for the cost of living, NCTQ applied a multiplier from the Cost of Living Index for 2013 produced by the Council for Community and Economic Research. The analysis of performance pay districts looks at the six districts for which we could reasonably estimate earnings over a 30-year period.

About the National Council on Teacher Quality
The National Council on Teacher Quality advocates for reforms in a broad range of teacher policies at the federal, state, and local levels in order to increase the number of effective teachers. In particular, we recognize the absence of much of the evidence necessary to make a compelling case for change and seek to fill that void with a research agenda that has direct and practical implications for policy. We are committed to lending transparency and increasing public awareness about the four sets of institutions that have the greatest impact on teacher quality: states, teacher preparation programs, school districts and teachers unions. For more information, visit: www.nctq.org.


* The salary of $75,000 was selected to permit comparison among districts and should not be construed as NCTQ’s recommended maximum.
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Nominations Open for Second Annual Legends in Literacy Awards

 

Honoring Educators and Community Literacy Practitioners

MINNEAPOLIS – December 2, 2014 — myON, creator of personalized literacy environments for PK-grade 12, is pleased to announce that nominations are now open for the Second Annual Legends in Literacy Awards, to be presented in 2015. The awards are co-sponsored by the International Reading Association (IRA), the trusted authoritative resource for literacy professionals, and MetaMetrics, creators of the widely-used and respected Lexile® Framework for Reading, which underpins the myON literacy environment.

The 2015 awards will recognize one individual and one team for their work and commitment to literacy, demonstrating leadership in reading improvement and best practices involving the community, and encouraging widespread reading within their school and community. Nominations are due February 1, 2015.

“We are delighted to partner again with IRA as we jointly recognize leading literacy professionals from across the nation,” said Todd Brekhus, myON president, “and we welcome MetaMetrics, our collaborators on myON, as new award co-sponsors. This award reflects our shared mission of fostering a love of reading through intentional activities that are proven to produce our desired results – a community of readers and learners.”

The 2015 Legends in Literacy awards represent an expansion of the awards program launched in 2014, when one individual “Literacy Legend” award was presented to Janice Gowdy, a reading teacher at West Stafford Elementary School in Stafford, Connecticut. She was recognized for putting over 20,000 books in the hands of students through her student-run bookstore.

Nominations for the 2015 individual and team awards may be submitted by educators and community members. Each nomination requires a 500-word description of the nominee’s efforts to advance literacy and a 250-word summary of the results generated by the nominee’s efforts. Submission through the online applications process is required by the deadline of 5:00 pmCentral Time on February 1, 2015 in order to be considered.

Winners will be announced on March 31, 2015.  Awards, which include a $2,500 honorarium for the individual winner and a $5,000 honorarium for the winning team, will be presented during the International Reading Association’s 60th Annual Conference in St. Louis, MO, from July 17-20, 2015. Winners will be featured in local and national media to share their exemplary programs.

For more information, visit http://thefutureinreading.myon.com/2015LegendsAward

 

 

About myON™
myON, a business unit of Capstone, has developed a personalized digital literacy platform that creates collaborative learning opportunities. myON expands the classroom for teachers and students by providing unlimited access to the largest collection of more than 7,000 enhanced digital books with multimedia supports, real-time assessments and close reading tools. myON empowers students and teachers with real-time, actionable data—number and type of books opened and read, time spent reading, results of regular benchmark assessments, and more—based on embedded Lexile® assessments that measure student reading growth. With myON, every student experiences the benefits of personalized literacy instruction.

 

About IRA

Since 1956, IRA has been a nonprofit, global network of individuals and institutions committed to worldwide literacy. More than 56,000 members strong, the Association supports literacy professionals through a wide range of resources, advocacy efforts, volunteerism, and professional development activities. Our members promote high levels of literacy for all by improving the quality of reading instruction, disseminating research and information about reading, and encouraging the lifetime reading habit. Visit www.reading.org for more information.

 

About MetaMetrics

MetaMetrics is focused on improving education for learners of all ages and ability levels. The organization develops scientific measures of academic achievement and complementary technologies that link assessment results with real-world instruction. MetaMetrics’ products and services for reading (The Lexile® Framework for Reading, El Sistema Lexile® para Leer), mathematics (The Quantile® Framework for Mathematics) and writing (The Lexile® Framework for Writing) provide unique insights about academic ability and the potential for growth, enabling individuals to achieve their goals at every stage of development. Connect with the organization at: http://blog.lexile.com.

 

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K12 Leaders Select Classroom Observation/Evaluation Tool from observe4success as “Readers’ Choice Top 100 Product”

District Administration magazine has highlighted 100 products that enhance learning in districts nationwide in its annual awards program

 

St. Petersburg, FL – December 3, 2014 — observe4success has been recognized for making a positive difference in education by K12 leaders who named it to District Administration magazine’s “Readers’ Choice Top 100 Products for 2014.”

observe4success, a powerful, web-based classroom observation and teacher evaluation tool, was also named to eSchool News Readers’ Choice Awards Top 50 products earlier this year.

The winners, selected by District Administration’s editors from a record 2,400-plus nominations, were products that received the highest number of nominations and best descriptions from K12 leaders. The Readers’ Choice Top 100 has been announced online and in the December 2014 issue of District Administration.

“Being recognized by our users as well as other thought leaders in the EdTech community is a testament to the work that goes into our platform, customer service, usability, and consistent innovation,” said observe4success Vice President, Abby Sterensis. “Supporting our educators is one of the best ways to ensure that student’s are given every chance to succeed.  We are very proud of our solution and thank the reader’s of District Administration for naming observe4success as one of the 100 top products in K12 today.”

District Administration’s Readers’ Choice Top 100 Products award informs superintendents and other senior school district leaders about products their colleagues around the country are using to help their districts excel in a variety of areas, such as technology, sustainability and curriculum instruction.

“With the Top 100 award program steadily growing in size and recognition each year, all of our 2014 honorees should be very proud of their success,” says JD Solomon, District Administration’s editorial director. “We hope that all of our readers continue to be inspired and find innovative ideas from their peers who have had successful product implementations.”

About District Administration

District Administration provides K12 leaders with critical news and information for school district management, through its monthly magazine, website, e-newsletters and the District Administration Leadership Institute Superintendent Summits. For more information, visit www.DistrictAdministration.com.

About observe4success

observe4success offers a practical, easy-to-use, web based teacher evaluation and observation platform. With the foundational belief that no two schools’ needs are the same, observe4success affords users the ability to customize forms through a simple user-interface and generate individualized graphic reports to display their data in meaningful ways.

 

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Students Using Lexia Reading Core5 Make Dramatic Reading Gains

of Two or More Grade Levels During 2013–2014 School Year

National Usage and Gains Analysis Shows Substantial Progress for Both

High-risk and On-target Students When Using the Program with Fidelity

 

BOSTON (December 2, 2014)– Consider this statistic: Students who can’t read on grade level by third grade are four times less likely to graduate by age 19 than their peers who read proficiently by that time.[i]  Research shows, however, that poor early literacy skills do not necessarily seal a child’s fate; intensive intervention can help close the gap. ii

Helping to close that gap is Lexia Learning, a Rosetta Stone® (NYSE:RST) company, which just released a national Usage and Gains Analysis showing that students in grades 1–5 who used the Lexia Reading® Core5® program with fidelity made significant gains in reading skills. Specifically, the statistical analysis shows that 75 percent of high-risk students who began the 2013–2014 year working on reading skills at least two grade levels behind gained two or more grade levels of reading skills in Core5 by the end of the school year.

“I am struck not only by the research outcomes, but by the efficacy levels of Lexia’s products,” said Michael Horn, co-founder and executive director of the Clayton Christensen Institute. Horn was the keynote speaker at a recent Administrator Summit hosted by Lexia Learning, where he discussed trends in blended learning and other themes from his award-winning book, Disrupting Class. “You will not find a company more dedicated than Lexia to conducting rigorous research in order to support educators in their mission to help students learn to read,” continued Horn.

 

Further evaluation of the results shows that 32 percent of the high-risk students gained three grade levels of reading skills during the school year, while an additional 43 percent reduced or closed their achievement gap by advancing two grade levels. Students who began the year on grade-level also made remarkable gains: 33 percent accelerated their reading skill acquisition by more than two grade levels, having completed their current grade-level and the entire next grade-level of skills.

 

“High-risk students face a particularly daunting task, as they need to learn at a rate that is sometimes twice as fast as their peers in order to close the gap,” said Lexia President Nick Gaehde. “It is gratifying to know that our recent analysis validates the Lexia Reading Core5 program’s ability to help high-risk students make dramatic, rapid gains, while also enabling on-target students to continue to soar to even higher levels of reading achievement.”

 

Over the last year alone, more than one million students in thousands of schools across the country have used Lexia Reading Core5 to improve their reading skills. One educator who has seen the program’s effects first-hand is Heather Vincent, principal at Franklin Elementary in Wichita, Kansas. Vincent’s school uses Core5 as part of the Kansas Reading Initiative, an ongoing statewide grant program that provides schools access to the program to help close reading gaps.

 

“Lexia Reading Core5 is driving real learning and growth as it closes skill gaps at an exceptional rate,” Vincent said. “It affords students the time to practice and learn, and addresses their deficiencies with precise instructional material. In addition, the program directs the reading intervention specialist via specific action plans and structured lessons so that improvement happens much more quickly than it would without such an effective tool.”

 

Built on 30 years of educational research, Lexia Reading Core5 is a technology-based reading program for students of all abilities from pre-kindergarten through grade five. Designed to accelerate fundamental literacy skills development, the program provides a personalized learning path for each student with scaffolding and explicit instruction that supports students if they struggle. Each of the 18 levels of age-appropriate, skill-specific activities aligns to the most rigorous state standards, including the Common Core State Standards. The program simplifies differentiated instruction, enabling at-risk students to close the reading gap more quickly while allowing on-level and advanced students to continue to progress.

 

Lexia Reading Core5 also includes the company’s proprietary Assessment Without Testing® technology. This highly regarded embedded assessment technology gathers student performance data without administering a test, using norm- and criterion-referenced measurements that are highly correlated to, and highly predictive of, student outcomes on commonly used measures such as DIBELS® and aimsweb®.

 

The full research report of Lexia’s national Usage and Gains Analysis can be downloaded athttp://lexialearning.com/go/nationaldatareport_201410_pr.

 

For more information about Lexia Reading Core5, visit www.lexialearning.com or call 1-800-435-3942.

 

About Rosetta Stone

Rosetta Stone Inc. (NYSE: RST) is dedicated to changing the way the world learns. The company’s innovative technology-driven language, reading and brain fitness solutions are used by thousands of schools, businesses, government organizations and millions of individuals around the world. Founded in 1992, Rosetta Stone pioneered the use of interactive software to accelerate language learning. Today the company offers courses in 30 languages, from the most commonly spoken (such as English, Spanish and Mandarin) to the less prominent (including Swahili, Swedish and Tagalog). Since 2013, Rosetta Stone has expanded beyond language and deeper into education-technology with its acquisitions of Livemocha, Lexia Learning, Fit Brains, and Tell Me More. Rosetta Stone is based in Arlington, VA, and has offices around the world.

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Rourke Educational Media Forges Partnership

With MetaMetrics to Promote Reading Growth

Lexile Measures Help Ensure Student Comprehension, Readiness

 

VERO BEACH, Fla. (Dec. 2, 2014) — Rourke Educational Media, which provides preK-12 educators with content-rich learning materials that help students of all agesand backgrounds succeed, announced today it is partnering with MetaMetrics®, the developer of the Lexile® Framework for Reading, to provide Lexile measures for many of its titles.

Lexile measures, used in all 50 states, are receiving renewed attention as districts work to align their content and implement the Common Core State Standards. Moreover, Lexile measures connect learners of all ages with resources at the right level of challenge and monitor their progress toward state and national proficiency standards.

Dr. Sandi Agle, current coaching specialist and former longtime director of media services in The School District of Lee County (Fort Myers, Fla.), applauds Rourke Educational Media – a global leader in educational technology, print, and distribution – for taking this important step to help student learning worldwide.

“The idea behind all of this scientific data is relatively simple: If a teacher is aware of how well a student can read and how difficult a book is, then the teacher can predict how well the student will comprehend the text,” Dr. Agle said. “Lexile measures can also be used to correlate a student’s growth in reading over a time period. By matching students with appropriate texts, teachers can ensure a higher rate of literacy success and students will make reading choices that are appropriately challenging.”

“We are thrilled to partner with Rourke Educational Media,” stated Malbert Smith III, Ph.D., president and co-founder of MetaMetrics. “From their global outreach to their attention and dedication at the classroom level, we are pleased to team up to help readers of all ages.”

James Colandrea, president and CEO of Rourke Educational Media, said he and his team are excited about the partnership with MetaMetrics.

“Since we were founded more than 30 years ago, our company’s mission has been to engage students, support educators, and increase student learning,” said James Colandrea, president and CEO, Rourke Educational Media. “We are proud to partner with MetaMetrics to provide its innovative Lexile measures for our content to ensure students have a ‘targeted’ reading experience and grow as readers.”

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About MetaMetrics
MetaMetrics is focused on improving education for learners of all ages and ability levels. The organization develops scientific measures of academic achievement and complementary technologies that link assessment results with real-world instruction. MetaMetrics’ products and services for reading (The Lexile® Framework for Reading, El Sistema Lexile® para Leer), mathematics (The Quantile® Framework for Mathematics) and writing (The Lexile® Framework for Writing) provide unique insights about academic ability and the potential for growth, enabling individuals to achieve their goals at every stage of development. Connect with the organization at: http://blog.lexile.com.

About Rourke Educational Media
Rourke Educational Media, based in Vero Beach, Fla., helps to improve student learning through digital content, traditional print publishing, and response-to-intervention learning solutions that support the Common Core, Next Generation Science, and state and national standards. A global leader in educational technology, print, and distribution, Rourke Educational Media promotes literacy/reading, science and math for the preK-12 market, and offers interactive eBooks, assessment tools, print resources and other learning resources for the classroom, library and parental involvement. For more information, visit www.RourkeEducationalMedia.com.

 

Find Rourke Educational Media on Facebook

Follow Rourke Educational Media on Twitter @RourkeBooks

Read Rourke Educational Media’s Blog

 

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K12 Leaders Select Odysseyware as a “Reader’s Choice Top 100 Product”

 

District Administration magazine has highlighted 100 products that enhance learning in districts nationwide in its annual awards program

CHANDLER, Ariz. – December 3, 2014 — Odysseyware, a leading provider of online, multimedia-enriched K-12 curriculum, has been recognized for making a positive difference in education by K12 leaders who named it to District Administration magazine’s “Readers’ Choice Top 100 Products for 2014.”

 

The winners, selected by District Administration’s editors from a record 2,400-plus nominations, were products that received the highest number of nominations and best descriptions from K12 leaders. The Readers’ Choice Top 100 has been announced online and in the December 2014 issue of District Administration.

 

This award caps a remarkable year for Odysseyware, In 2014, the company unveiled its largest medley of new courses and learning tools ever, including expanded Career and Technical Education courses, interactive virtual labs and high school test prep courses.

 

“We are so excited that District Administration’s readers chose to include us in their votes for the Top 100 products of the year,” said Beth Te Grotenhuis, the president of Odysseyware and CEO of its parent company, Glynlyon. “We are always working hard to give Odysseyware’s users the best experience possible, and it’s incredibly rewarding to know those efforts are making a difference.”
District Administration’s Readers’ Choice Top 100 Products award informs superintendents and other senior school district leaders about products their colleagues around the country are using to help their districts excel in a variety of areas, such as technology, sustainability and curriculum instruction.
“With the Top 100 award program steadily growing in size and recognition each year, all of our 2014 honorees should be very proud of their success,” says JD Solomon, District Administration’s editorial director. “We hope that all of our readers continue to be inspired and find innovative ideas from their peers who have had successful product implementations.”

 

About District Administration

District Administration provides K12 leaders with critical news and information for school district management, through its monthly magazine, website, e-newsletters and the District Administration Leadership Institute Superintendent Summits. For more information, visit www.DistrictAdministration.com.

 

Contact:

JD Solomon
Editorial Director

District Administration magazine

jdsolomon@promediagrp.com

 

About Odysseyware

Headquartered in Chandler, Arizona, Odysseyware is an innovative, multimedia-enriched online curriculum. Completely web-based, Odysseyware provides 21st century educational solutions by offering the core subjects of history and geography, math, language arts, and science along with enriching electives, CTE, placement testing, diagnostics and professional development. This curriculum is sold directly through regional education specialists. To learn more, visit http://odysseyware.com/ or call 877-795-8904.

 

 

 

 

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