EdTech in the Classroom This Fall

As students head back into the classroom for the upcoming school year, recent coverage highlights how educators and school districts are thinking about the role of technology in supporting teaching and student learning.

In The Washington Post, Curriculum Associates Vice President Mary Wall makes the case for thoughtful, purposeful use of technology in the classroom. Responding to concerns about screen time, Wall emphasizes that technology can complement strong teaching, discussion, and peer interaction while helping educators identify student needs and make time for targeted instruction.

A look at Birmingham City Schools' approach to instructional technology in Alabama offers a strong example of this in practice. A new article in The Birmingham Times highlights how educators are using data and instructional platforms, including i-Ready, to identify learning gaps and provide targeted intervention. Wenonah High School Principal Jerry Davenport describes data as a "roadmap for instruction," with teachers using benchmark assessments and i-Ready to understand where students are academically and adjust instruction throughout the year.

Recent district decisions also highlight investments in instructional resources as schools prepare for the year ahead. In Illinois, Peoria Public School District unanimously approved the purchase of Curriculum Associates' Magnetic Literacy materials to expand literacy resources for K-4 students in its dual language classrooms. In West Virginia, the Mason County Board of Education made a significant investment in Curriculum Associates' i-Ready Classroom and Professional Learning Math Program to support math and professional learning across the district.

These developments underscore a broader point: as schools navigate ongoing questions about the role of technology in education, the focus is increasingly on how tools can be used with intention to address specific instructional needs. Whether supporting personalized learning, expanding access to literacy resources, or strengthening teacher practice, technology is most valuable when it works in partnership with educators and is grounded in the needs and outcomes of students.

The Washington Post: Screens can have a place in the classroom
By Mary Wall
August 12, 2026

Sarah Schneider Kavanagh and Katie A. Danielson's concerns in their Aug. 4 op-ed, "What elementary schools are slowly learning about screens," should be taken seriously.

The best elementary classrooms aren't quiet rooms full of children staring at screens. They're noisy places where students wrestle with challenging ideas, engage in rich discussions and rigorous content, and learn alongside peers and skilled teachers who know when to guide and support them. Technology should never replace those interactions.

However, when technology is used well, it can help make more of those moments possible.

Education technology didn't become widespread just because schools chased novelty. The post-pandemic period made it urgent to identify which students were falling behind before learning gaps widened. What's kept these tools in classrooms since comes down to four things: consistency in understanding where students are performing; evidence, with tools designed and refined through research; access for students furthest from opportunity; and efficiency, because timely diagnostic insights help teachers maximize limited time to better target small-group instruction and personal interactions.

Those benefits depend on thoughtful implementation, teacher training and careful oversight of how classroom technology is used.

Some schools have leaned too heavily on screens, and course-correcting is entirely appropriate. But the answer isn't to dismiss technology without asking what replaces it or who stands to lose the most. The focus should be whether classroom technology keeps teachers in charge, is used intentionally and helps students who need extra support to catch up.

The writer is vice president at Curriculum Associates, and is a former deputy assistant secretary at the Education Department.

The Birmingham Times: BCS Goes Back to School: The Data-Driven Progress of Hayes K-8 School
By Sym Posey
August 13, 2026

By the time students walk through the doors at Hayes K-8 School each morning, much of the day's work has already begun.

Teachers have reviewed assessment data. Instruction has been tailored to meet students where they are academically. Plans are in place for students who need additional intervention, as well as those ready to move beyond grade-level expectations.

For former Hayes K-8 Principal Jerry Davenport, now principal of Wenonah High School, that level of preparation has been one of the driving forces behind the school's academic gains - and one he believes can continue long after his departure.

"The biggest thing is just the data piece," Davenport said. "The students understand the data, the teachers understand the data, and me as principal, driving the data."

A Roadmap for Instruction

The focus on data is a district-wide priority for Birmingham City Schools as the system seeks its first-ever "B" on the Alabama State Department of Education's report card. Last school year, Birmingham City Schools earned a 77, its highest overall score to date. District leaders believe the latest scores, expected later this year, will show even more growth.

Behind the district's academic improvements is an increasing emphasis on data - not as a tool for punishment, but as a roadmap for instruction.

Teachers regularly analyze benchmark assessments alongside instructional platforms that help identify where students are academically and how to accelerate learning.

One of those platforms, i-Ready, adapts lessons based on each student's current skill level, allowing teachers to personalize instruction for students who may be performing below grade level.

Another instructional resource provides grade-level lessons while benchmark assessments help educators monitor growth throughout the school year. Instead of waiting until standardized testing season to determine whether students are succeeding, educators are making adjustments throughout the year. That information guides intervention groups, lesson planning and individualized instruction.

For principals like Davenport, the data also serves another purpose.

It helps students see their own growth.

"If students give their best and show growth, we can eventually get them where they need to be," said Davenport.

Intentional Instruction

Davenport spent just one year leading Hayes K-8 before returning to Wenonah High School, where he previously served as assistant principal. But during that time, he helped reinforce a districtwide philosophy: student achievement improves when instruction is intentional and educators consistently respond to what the data reveals.

"The biggest change has been being intentional about the instruction we want to provide our students," he said. "Making sure we motivate them, making sure they understand the goal for success and what it's going to take to get there."

That intentionality begins long before state testing. Throughout the school year, teachers regularly monitor student performance using benchmark assessments and instructional platforms that provide a real-time picture of learning. Instead of waiting until the spring to discover learning gaps, educators can identify challenges early and adjust instruction accordingly.

One platform, i-Ready, assesses students' academic standing and builds individualized lessons based on their current skill level. A fifth grader reading below grade level, for example, receives lessons tailored to strengthen foundational skills while continuing to progress toward grade-level expectations.

Grade-level curriculum is reinforced through additional instructional resources, while teacher-created benchmark assessments help determine whether students are mastering standards throughout the year.

Together, the tools give educators a clearer understanding not only of where students are but also of how quickly they're growing.

"Our intervention opportunities are huge," Davenport said. "It's about reaching kids where they are and bringing them up. To do that, we have to make sure teachers understand what that looks like through professional development."

Professional learning has become a cornerstone of Birmingham City Schools' academic strategy. Teachers are trained not only to analyze assessment data but to differentiate instruction - adapting lessons for students performing at varying academic levels within the same classroom. District leaders say that approach allows educators to move beyond one-size-fits-all instruction while maintaining high expectations for every student.

"We promote growth a lot," Davenport said. "But we really want achievement out of each of our students."

Celebrating every step forward

Academic success at Hayes isn't measured only by final test scores.

Students are recognized throughout the year for meeting goals, improving benchmark scores and demonstrating academic growth.

Whether the gain is large or small, school leaders make a point to celebrate it.

"We incentivize every win," Davenport said. "If you give your best, you may not reach the goal immediately, but if you show growth, we can eventually get you where we need you to be."

That philosophy, he said, helps students develop confidence while reinforcing that progress - not perfection - is the expectation. It also creates a school culture where academic achievement becomes something students actively pursue rather than something imposed upon them.

The transformed learning environment at Hayes K-8 - one that's driven by data and focused on progress, not perfection - reflects what's possible across the district.

Rather than celebrating only perfect scores, schools are recognizing improvement-no matter how small. Those celebrations, district leaders say, help students stay motivated while reinforcing the message that progress matters.

New leadership

Veteran educator Lindi Clancy will take the helm at Hayes K-8 this school year. She brings with her 24 years of experience teaching in Birmingham City Schools and a passion for the district.

"I am a proud product of Birmingham City Schools," she said. "I graduated from Ramsay Alternative High School."

A National Board Certified Teacher with degrees from Miles College, Grand Canyon University and the University of West Alabama, Clancy is eager to build on the momentum of Hayes K-8.

"Hayes has made significant progress over the last year, and I think it is important to recognize the work of our students, teachers, staff, families, and previous administration," she said. "As the new principal, I want to learn what is working and build from there. I don't believe in changing things just for the sake of change. My focus is continuing to strengthen instruction, support our teachers, and use our data to make sure students have what they need to be successful."

25 News Now: Peoria Public Schools approves $210K literacy purchase for dual language students
By Imani McClay
August 10, 2026

Peoria Public Schools is spending more than $210,000 to expand literacy resources for students in its dual language classrooms.

The school board on Monday unanimously approved the purchase of Curriculum Associates' Magnetic Literacy materials for kindergarten through fourth grade dual language students.

The $210,000 purchase includes student workbooks, teacher resources, and six years of online access.

The materials will provide the English literacy component to complement Spanish-language resources the board approved in April.

Dual language teachers at the Multicultural Dual Language Academy piloted the options and selected Magnetic Literacy as the best fit for their students, according to the district.

The purchase will be paid for with district funds and takes effect with the 2026-2027 school year.

River Cities Tribune & Register: Mason County Board of Education approves key personnel, capital projects, and levy order
By Chad Vaughn
August 13, 2026

[A corrected purchase total of $134,350.00 was approved for Curriculum Associates' i-Ready Classroom and Professional Learning Math Program, funded via Step VII.]