[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6299117,"mediaKeyId","2498647-4e1fd0eee6acfd68d3139d5b0d5adee6","parentId",2498647,"title","District outlines technology toolkit, Chromebook access and parent resources","audioSeconds",245,"startMs",5041000,"endMs",5286000,"viewUrl","/Search/View?dp=1&key=2498647-4e1fd0eee6acfd68d3139d5b0d5adee6&start=5041&end=5286","thumbnailUrl","https://assets.pipeline.soar.com/2498647-4e1fd0eee6acfd68d3139d5b0d5adee6/thumbnail_5041000.jpg","articleUrl","/articles/6299117/North-Carolina/District-outlines-technology-toolkit-Chromebook-access-and-parent-resources","mediaUrl","https://secure.pipeline.soar.com/6299117-235929d42b6178dd118fcb879e322753/orig.mp4?Expires=1770730284&Signature=hQu9MJRvkht2TIA3JGz5NgLLHGTWgRthVPdCmbp7UBRj4BTv6PZ7gZJKHsb3XE57RPQWiUx3-WXJn-pOFp5RT~z4LMOHdq5yxaXbbWdm0NpRnnGrZbDHH-D~SdSWXrfxWJa~SXY5LFMQVAMn3STEFfkKJ7BD2P-pVTV8FMPc8RDuIfgX4DbN1ZA~3m5pyGXMSx09N0aXoH-iqiP7v00gqX5LLFTxO8rxAd0CYIZB4sPQmXm4Qo7I1TGTjKoRcYWO7UPBa7yaNKJFFwKo-54rZovQFPl6t6rsiwTD5aFNv5xpe2qay5jHARQhC7rBJT2wEY1R-XFSTSiQqORHsjiTWw__&Key-Pair-Id=KUT5TJCACFTXG","author","Public Schools of Robeson County","date","2025-03-05T13:15:32.487Z","article","Lisa Guzman, district digital learning staff, briefed the curriculum committee on March 4 about the district’s instructional‑technology toolkit, saying Google Workspace for Education is the district platform for staff and student accounts and that students in grades 2–13 are issued Chromebooks.

Guzman listed commonly used classroom tools available to staff and students (Adobe Express, Canva, Classworks, Gizmos, Newsela, Sora, Minecraft Education and others) and noted curriculum platforms and Learning Management System access (Canvas for grades 3–13, CommonLit, Edmentum/Apex and Great Minds for Eureka). \"Google Workspace is our sole platform for our staff and students to leverage email, their calendar, drive, storage, Google Docs, Sheets and Slides,\" Guzman said. She added that Microsoft 365 is available where needed (for example, some college or CCP classes) but the district manages accounts primarily through the Google admin console.

On home access, Guzman said Chromebooks work offline for core Google functions (Docs, Drive) and will sync when students reconnect to the district network; families can also access many tools from home. She said a consolidated list of student ed‑tech tools and parent guides is available on the district website under \"Students\" and under Curriculum > Digital Teaching and Learning. The committee requested the district share the presentation slides with board members by email.

Board members asked whether students may use the tools during instructional time and Guzman said many tools are embedded inside curriculum lessons and that staff and students have access at any time; how a school schedules use varies by classroom instructional plans. The district said it will continue to publicize the ed‑tech resources and parent guides on the website.","mediaType","Video","parentTitle","Curriculum Committee Meeting of PSRC Board of Education: 3/4/25","oneSentenceSummary","Technology staff described Google Workspace as the district platform, listed classroom tools (Adobe Express, Canva, Newsela, Minecraft Edu, etc.), confirmed Chromebooks for grades 2–13 and explained offline/sync behavior and where parents can find ed‑tech guides on the district website.","taxTitle","Public Schools of Robeson County, School Districts, North Carolina","taxId",14184,"location","North Carolina","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6299122,"District outlines curriculum supports: Skills Block, All Block, Eureka, CommonLit and targeted interventions",685,3650000,4335000,"/Search/View?dp=1&key=2498647-4e1fd0eee6acfd68d3139d5b0d5adee6&start=3650&end=4335","https://assets.pipeline.soar.com/2498647-4e1fd0eee6acfd68d3139d5b0d5adee6/thumbnail_3650000.jpg","/articles/6299122/North-Carolina/District-outlines-curriculum-supports-Skills-Block-All-Block-Eureka-CommonLit-and-targeted-interventions","https://secure.pipeline.soar.com/6299122-4db4d5c09b3c8aebc93eaeffeeadf857/orig.mp4?Expires=1770730284&Signature=ZLfbzi7lnhzFiu957A6oqFqRAOWG12blMlU0bSrpUk14Ed7i1R-HYn-esYE6KDMqCIvBFqd8oIXMc6Uf9OCmm~L~EhOyoMom5cTyozzk07eczgQ3-CO6PC1sw9zcsmK1B0ZwvpTA88QEs-6IGcPvhrIedcUskidTuIRKm78fHHt2MXYNyqnABUe8QkD42y0OBF0GWryhMcUJ~-zicT7VmmkqsKPFH91Lr1aYdce3p6gwmrKDcZlhUlxKUqzYkW6Vlf4giUmMFQucnSSK65NcwHfJ9kuGWcAMP5pcSUf5UJvtTB5tBbtZ~sbKtqjVE0iWdpxbye4s4Et7CGFB~p9CUg__&Key-Pair-Id=KUT5TJCACFTXG","During the March 4 curriculum committee meeting, district staff provided an overview of curriculum and instructional supports designed to reach diverse learners and close gaps identified by assessments: differentiated core instruction, a 60‑minute Skills Block for K‑2 foundational skills, All Block for complex text and application, and curriculum platforms including Eureka (math) and CommonLit (ELA).

Staff explained how the district uses the year‑at‑a‑glance pacing tool, differentiated core guidance for English learners and students with disabilities, Individualized Learning Plans derived from universal screeners, and in‑school intervention time (typically 30 minutes in K–8). \"If we think of our special needs students... it provides little pieces that says, here's how you adapt this lesson,\" a curriculum presenter said, describing differentiation supports. Supervisors and instructional coaches are assigned to schools and meet with principals and instructional leadership teams to target training where data indicate needs.

The district also recapped supplemental and credit‑bearing options: Apex/Edmentum tutorials (grades 6–12), NCVPS (virtual courses), College and Career Promise (CCP) through RCC, North Carolina School of Science and Math course partnerships for advanced options, and Unique Learning for extended‑content students. Staff said scheduling, prerequisites and teacher recommendations are used to identify students for advanced or external courses; counselors and scheduled cut scores are part of the process.

District staff emphasized multiple tiers of support: classroom differentiated core, school intervention blocks, tutoring (during and after school), staff‑led small groups and district coaching. They said instructional leadership teams and principal supervisors coordinate to ensure supports are aligned to assessment data and school needs. The board asked for the district to provide the materials presented to the board so members can reference scheduling and course pathways during family or counselor conversations.","District staff described layered supports — differentiated core curriculum, Skills Block, All Block, Eureka (math), CommonLit (ELA), progress monitoring, tutoring and online course options — to meet diverse student needs and increase access to advanced coursework.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6299127,"District check‑ins show mixed results; district warns single check‑in is limited predictor",426,2604000,3030000,"/Search/View?dp=1&key=2498647-4e1fd0eee6acfd68d3139d5b0d5adee6&start=2604&end=3030","https://assets.pipeline.soar.com/2498647-4e1fd0eee6acfd68d3139d5b0d5adee6/thumbnail_2604000.jpg","/articles/6299127/North-Carolina/District-checkins-show-mixed-results-district-warns-single-checkin-is-limited-predictor","https://secure.pipeline.soar.com/6299127-b6f2b7f9848607e33f32f58a11424e7a/orig.mp4?Expires=1770730284&Signature=F7xZBTTDslwWTM4~1~pfUQepwX2BKtnOXFRc5eQGXOyLUoICyjqlXir8KvrY6GqYo5XP4RpukwP-SamDlHGwunm~osT1kUclgxaoMfEPkxEwJn7BdiFGET-HHQrGOKR2xL5bGWh1xqzyhOfsRkr0sXy-CjRM7qGA0O-z3q6cQSrb0SdaDmmd8npT5-LHH5BkjuFoyrH1Cdk1bHE6tYBPRRpN5cECUgZQEnhqTgfRFxYz0MzUGax-gWB7IsqUq43UXFCw95zzh71TF251RBvLU-7u9yD~eWVQT3cf926aoDPh28OSjEPH~aBQbApE9KDpfxl-gVm3jfm8qcM1R7jFbA__&Key-Pair-Id=KUT5TJCACFTXG","Public Schools of Robeson County staff reported Check‑in B results on March 4 and emphasized that the DPI check‑ins are formative snapshots that do not test identical standards each administration and therefore are limited as single, district‑level predictors of end‑of‑grade outcomes.

An assessment presenter said Check‑ins give granular, item‑level feedback teachers can use to adjust instruction but warned that each check‑in tests different standards and that comparing a single check‑in across years can be misleading. The presenter noted that about 75 percent of schools improved on Check‑in B overall compared with last year, with specific increases in third‑grade math at 86 percent of schools and other grade‑level variations (for example, fourth grade 58 percent; fifth grade 79 percent). \"This is something teachers need to look at with the class item report,\" the presenter said, describing the item‑level data teachers receive.

Staff identified recurring weaknesses: multi‑step word problems and calculator‑inactive items in math, constructive responses, sixth‑grade ratio and proportion pacing misalignment, and specific reading standards (RI8 and literature standards) that are often taught more heavily late in the semester. The presenter said some standards tested on the check‑in may not yet have been fully taught at the time of the administration, and district staff provide principals with spreadsheets mapping tested items to pacing so schools can confirm whether standards were taught when interpreting the results.

District staff said they meet with principals and regionally to review check‑in item analyses and provide school‑level presentations; these meetings aim to help principals identify peers for collaborative improvement and to target professional development. Staff recommended that principals and teachers consider which standards had been taught before deciding how much instructional time to allocate in response to check‑in results.

The committee discussed alignment and pacing; staff said they work to align check‑ins to district pacing where possible and provide principals with item‑level guidance. The presenter reiterated that check‑ins are one of several tools — alongside Classworks and curriculum‑embedded assessments — used to monitor progress.","District staff told the curriculum committee that check‑ins (DPI‑provided formative assessments given three times per year) show many schools improved on Check‑in B but cautioned they are a point‑in‑time tool and not a strong standalone predictor of end‑of‑year tests.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6299131,"District says Classworks participation linked to measurable reading and math gains",391,2069000,2460000,"/Search/View?dp=1&key=2498647-4e1fd0eee6acfd68d3139d5b0d5adee6&start=2069&end=2460","https://assets.pipeline.soar.com/2498647-4e1fd0eee6acfd68d3139d5b0d5adee6/thumbnail_2069000.jpg","/articles/6299131/North-Carolina/District-says-Classworks-participation-linked-to-measurable-reading-and-math-gains","https://secure.pipeline.soar.com/6299131-53078e14d74d167f8759200eae5f0c02/orig.mp4?Expires=1770730284&Signature=WALXPloM-WLuO73TL9TCnTB~57ww~Mqshjx0dC4Fo~A86S3DmroR5UtHB6Q9WpCu9MRC9Krf8Ne55IygwLt1zw8GaFw~PCTwcOtrdDtuX9nLC9iIKpzH2T-WI2zgzrc9NeIa1zORZkM6whb3YWhF9j7XhHT71DFkRNmk0FZSLVIDzbP55F9eSM5LotQZcXdwxwSe7SlYUOfdGXTEBTnJ5MeAC4hg28qHPdKVGHebwvuvsma8T-bNvrWiUDjireTP2NGKxhznuVfAN5YmDVIIq7yD9-xFSFRtJrywrOv4dEmcrMc9T8vYwS7W6z9emxMKPyYLVXQwFMJ4lQ~WlQD1-A__&Key-Pair-Id=KUT5TJCACFTXG","Public Schools of Robeson County staff reported midyear Classworks universal‑screener and progress‑monitoring results to the curriculum committee on March 4, saying the tool covered grades K–10 in the district and that students who completed individualized learning plans (ILPs) and practice units showed larger average gains.

A district presenter (Classworks staff) told the committee that approximately 15,000 students completed Classworks fall and winter universal screeners and that average gains since fall were about 10 scale points in math and 15 in reading. The presenter said students who completed an ILP and scored 80 percent or higher posted larger gains — for example, first‑ and second‑grade reading gains averaged 25 scale points when students completed ILPs at 80 percent and met unit thresholds. \"If they 80 percent or higher on those, we saw that...\" the presenter said, describing the difference in growth for students who completed ILP targets.

Staff described how Classworks is intended to supplement, not replace, core instruction and interventions. Principals and academic coaches are encouraged to use Classworks data alongside curriculum assessments and check‑ins; the district provides cut scores that correlate Classworks performance with an estimated probability of passing state end‑of‑grade (EOG) tests. The presenter said principals use those cut scores to identify students who require additional supports ahead of EOGs.

On parent access and reporting, the presenter said Classworks is not a district‑mailed report but is shared in individual meetings; parents can view students' work by logging in and the district hosts a Classworks link on the district website. When asked, staff confirmed the district pays for Classworks and that every school has access. The presenter also noted that participation and unit completion incentives at some schools were associated with higher student completion rates and unit mastery.

Board members asked how Classworks correlates with EOG outcomes; staff said the tool provides about a 70 percent prediction probability that a student at the cut‑score will pass an EOG, subject to grade and subject cut scores. District staff said Classworks is one of several tools used for progress monitoring and that sustained use of ILPs and completion of assigned units were associated with greater measured growth.

The district will continue to encourage schools to pair the tool with school‑level coaching and in‑person data meetings to translate Classworks signals into targeted instruction and interventions.","District staff reported Classworks middle‑of‑year results showing average scale‑score gains and said students who completed individualized learning plans (ILPs) at 80 percent or higher showed notably greater growth; staff described parent access and school usage.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6299136,"Robeson County reports midyear gains on DIBELS-8; K–2 goal set at 62 percent",1837,226000,2063000,"/Search/View?dp=1&key=2498647-4e1fd0eee6acfd68d3139d5b0d5adee6&start=226&end=2063","https://assets.pipeline.soar.com/2498647-4e1fd0eee6acfd68d3139d5b0d5adee6/thumbnail_226000.jpg","/articles/6299136/North-Carolina/Robeson-County-reports-midyear-gains-on-DIBELS-8-K2-goal-set-at-62-percent","https://secure.pipeline.soar.com/6299136-5a81f3ed918d025fd568297d7a0fa014/orig.mp4?Expires=1770730284&Signature=VJPEl9B~9~Zi9N93sZ90Hxaw-xOa5Mww1SO4iWn22G1eaw4bQdw6SkYOtPtpveV9HuhxSdFJiNrWrJ5q7jWKiiMoR9dqspnBnpsnvfk7Kdzq-hU5FZesThBjKACSwfc~zkqXYhndk3oKJCo7feD05wEX3QiIuCoMB0j3Bt9Q7L7RkgE37r86rvVDun~IaVkc9yTk9Yk9CHKtGeCZTm6AIkCNbiis~eeJmptYsJqTCnl1sNlo4LQPgDU6m-L0XpnL2EG5EbNn8dc1UJNYQLY58egkEGmffL20MmfXM9Cg~vGPotCr0UNM2x7y7wPO~gVhUC0Dj1iU8whBw8LLvo1eCA__&Key-Pair-Id=KUT5TJCACFTXG","Public Schools of Robeson County curriculum committee members reviewed the district’s middle‑of‑year DIBELS‑8 (MOI) screening results on March 4; K–2 measures showed year‑over‑year increases and the district has set a combined K–2 end‑of‑year benchmark goal of 62 percent for 02/2025.

District curriculum staff said the DIBELS‑8 results indicate more students are at or above benchmark this year than last year, with the largest single gains in phonemic awareness. \"For DIBELS‑8 results to be meaningful, each student must be assessed the same way,\" said Kim Demery, K‑5 curriculum supervisor, who led the presentation. Demery described DIBELS‑8 as a standardized early‑literacy screener administered through the Amplify/MCAS platform and said composite color codes (blue, green, yellow, red) indicate risk levels rather than proficiency.

The nut of the presentation: kindergarten, first and second grade each increased on the composite and most submeasures compared with last year. Demery said phonemic awareness rose more than 10 percent in both kindergarten and first grade, and she tied the gains to targeted professional development and clearer use of foundational instructional routines. The district noted K‑2 combined ended last year at 55 percent at or above benchmark and set a 62 percent K‑2 goal for 02/2025 — a 7 percent increase.

Presenters described classroom and school supports tied to the data. Schools create individual reading plans for students identified as at risk (below or well below benchmark), and the district data team meets after the benchmark window to analyze trends and prioritize training for principals, coaches and teachers. Demery said Skills Block (a K‑2 foundational‑skills block) is used to target phonemic and phonics gaps and that Amplify provides additional intervention activities that teachers may include in Individual Reading Plans.

Board members and staff discussed parent communication and the assessment’s timed format. Ms. Crystal Monroe, board member, said she and other parents had not known how to access the “Home Connect” resources referenced in the presentation: \"I have no never knew about it... there was no direction on, oh, here are these options,\" Monroe said, asking that the district better publicize the parent letter and digital supports. Presenters said the Home Connect letter and an MCLASS/Amplify parent site are sent to families and that the district would make an effort to publicize those resources more widely.

Several board members raised student experience concerns with timed measures. A board member said the one‑minute or three‑minute timed components make some children anxious; Demery and Brandy Bullard, the district’s early literacy specialist, explained the timed format is integral to specific DIBELS submeasures (for example, PSF, nonsense word fluency and oral reading fluency) and used to identify fluency and automaticity. They added that progress monitoring and repeated benchmark windows help students become familiar with the assessments.

The committee heard that principals, assistant principals and coaches received professional development to help them recognize effective instruction and monitor classroom implementation of foundational skills. District staff said schools conduct grade‑level data meetings and set school objectives and action steps based on MOI trends. As a next step, the district data team and school teams will continue to analyze MOI results and direct training and interventions where needed.

The presentation and parent resources will be made available to board members by email, and staff said they will emphasize outreach to families about how to access home‑support materials.","Presenters told the curriculum committee that middle-of-year DIBELS‑8 screening shows year-over-year gains in kindergarten through second grade, with phonemic-awareness gains exceeding 10 percent in K and 1. The district set a K–2 combined end‑of‑year goal of 62 percent at or above benchmark.","actionData","errors"]

Article not found

District outlines technology toolkit, Chromebook access and parent resources

District outlines curriculum supports: Skills Block, All Block, Eureka, CommonLit and targeted interventions

District check‑ins show mixed results; district warns single check‑in is limited predictor

District says Classworks participation linked to measurable reading and math gains

Robeson County reports midyear gains on DIBELS-8; K–2 goal set at 62 percent