Intelli-Sync is Expanding to Middle School Math, ELA, and Physical Science

January 2025

Support grade 6 students with synchronous online instruction

Starting in spring of 2025, Intelli-Sync will expand its middle school offerings to support 6^th grade math and ELA and middle school physical science. This expansion provides schools with an effective solution for filling teacher vacancies in these high-demand subjects.

With these additions, districts can meet their instructional needs with expert certified teachers of record in high school subjects and middle school math, ELA, and physical science.

Learn more about the Intelli-Sync service and discover why blending synchronous and asynchronous instruction is so effective.

6th grade boy using Intelli-Sync services

January 7, 2025 8:00 am

Personalize Your Summer Program

Learn how to design an effective K–12 summer program that gives each student a chance to meet their personal learning goals.

Updated from original 1/25/22 publication.

Thinking about summer school in the middle of winter with the cozy season upon us and beeping phones giving weather advisories can feel like a distant dream. Yet, planning an effective summer learning program that works district-wide takes time. From kindergarten students who might need extra support with foundational skills to soon-to-be high school seniors who need credits recovered, districts have a lot to plan for.

While we cannot possibly predict every student’s unique needs, a few simple steps can help you make the most of the coming summer minutes and allow each student to say yes to summer learning with a personalized pathway to academic success.

Identify Learning Goals

Summer is sweet but short, and with a small amount of time, it’s best to set specific, tangible goals for your students now. That way, you know how to staff, what programs you’ll need in place, and teachers will know how to best prepare for a successful summer. Are there too many students at risk of not graduating on time? Is math performance down district-wide? Look at your data but don’t focus on the negative. Instead, take those needs and turn them into positive goals, such as: cut the percentage of at-risk students in half or increase math fact fluency in grades 3–5, so students are algebra ready — the more specific the goal, the better.

Involving students in goal setting is motivating, too. So, consider announcing your goals for students in a way that makes them visible, understandable, and motivating.

Not sure where the biggest learning needs are for your students? Consider investing in a comprehensive assessment system.

Select a Program and Pathway

Once you know your unique learning goals, it’s time to dive into the planning. It’s easy for educators at this point to spend hours and hours on the internet googling, “how to set up a virtual summer school,” or “how to write a summer learning unit,” or, worse, downloading questionably sourced worksheets. If you catch yourself doing the same: please stop.

There’s no need to design your own program when curriculum designers have taken the time to create research-backed curricula for you. Save yourself some time and select a reputable provider who does the heavy lift. Students get better results, and you get more time by the pool. It’s a win-win situation.

Learning Goal: improve graduation rates

Pathway: an online (or hybrid) 6–12 summer school that allows students to recover credits in an adaptive environment that focuses on what they need, not what they already know

Learning Goal: math and reading skill concept recovery

Pathway: a personalized, adaptive, all-in-one intervention program that creates an individual pathway to grade level for each student and suggests targeted reteaching lessons

a group of students in classroom learning on tablets

Learning Goal: enrich learning and prepare for the next grade level

Pathway: a supplemental program suite that creates more confident learners while also improving reading, language development, and math skills

Learning Goal: increase language proficiency for ELLs

Pathway: a personalized learning program that accelerates both literacy skills and English language development with specialized activities for multilingual students

Implementation Tips

Save on costs by offering at-home, online credit recovery for high school students
Use a station rotation model to free teachers to give students one-on-one support
Start with an initial assessment to ensure students are learning the skills they need, not what they already know
Utilize programs that adapt to students’ needs and support independent learning
Provide login information to families so that students can learn from their device at home (or on vacation!)

Plan for Progress-Monitoring and Reteaching Opportunities

“Set it and forget it!” with your summer learning programs sounds tempting, but we know how critical formative assessment is from September to June. We can’t forget that even during the summer, while we’re daydreaming about hitting the beach over the weekend. Work with your summer staff and curriculum providers to check for progress midway through the summer semester.

If you’re a virtual high school teacher, you can schedule one-on-one check-ins with students or virtual office hours. Be sure to explore your virtual program’s teacher data dashboard to see where students are struggling.

If you’re in elementary, be sure to build in opportunities for those one-on-one and small group reteaching opportunities that can make a big difference — a blended learning station rotation model works well for this!

Don’t Forget to Have Fun!

Summer learning pressure to “close gaps” and recover credits can feel overwhelming — but don’t let that anxiety drive your program. Students did their best for nine months and often crave a change of rhythm, just like we do. Try creating a fun theme with incentives that coordinate with your learning goals (Blast off to Summer Math Facts Space Camp, anyone?). Most of all, allow the student-teacher relationship to take priority. When students know that staff care, see them, and believe in them, they’re more likely to work harder (especially when that summer sun is calling).

Keep Going with Summer Planning

We’ve got you covered with summer learning guides to help you personalize an effective program for your unique needs.

Get All the Guides

U.S. History

The First Presidential Inauguration of the United States

Explore Washington’s first presidential inauguration.

Engage

Learn about Washington’s inauguration in this Traverse 360.

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Analyze

Washington’s First Inaugural Address

Genre: Speech | Creator: George Washington | Date: 1789

Background

George Washington delivered his first inaugural address to a joint session of Congress on April 30, 1789, in New York City, the temporary seat of the U.S. government. Originally, the inauguration had been planned for the beginning of March, but because of bad weather, the electoral vote could not be tallied until April 6, 1789. Washington won unanimously.

Learn how George Washington addressed the nation in his first inaugural address.

Fellow-Citizens of the Senate and of the House of Representatives:

By the article establishing the Executive Department, it is made the duty of the President “to recommend to your consideration such measures as he shall judge necessary and expedient.”

The circumstances under which I now meet you, will acquit me from entering into that subject, farther than to refer to the Great Constitutional Charter under which you are assembled; and which, in defining your powers, designates the objects to which your attention is to be given . . . Since we ought to be no less persuaded that the propitious smiles of Heaven, can never be expected on a nation that disregards the eternal rules of order and right, which Heaven itself has ordained: and since the preservation of the sacred fire of liberty, and the destiny of the Republican model of Government are justly considered as deeply, perhaps as finally, staked, on the experiment entrusted to the hands of the American People.

Excerpted from George Washington’s First Inaugural Address, 1789.

Collaborate

Wraparound

After students complete the lesson, pose the following question to students:

What is the president’s role in creating major change?

Go around the room and have each student share aloud a short, quick response to the question. After all students have responded, ask:

What common ideas did you share in the wraparound?
What surprised you?
What are you curious to investigate after this wraparound?

Teacher Resources

Think Like a Historian: Sourcing Information

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation.

Summary

This was Washington’s first speech as U.S. president, addressed to Congress to express his hopes for a successful start to the new national government.

Purpose

This speech introduced Washington’s goals and intentions as president.

Intended Audience

The immediate audience for Washington’s speech was members of the Senate and House of Representatives.

Source Considerations

This source conveys information about the ideals of government that Washington highly valued, such as “the eternal rules of order and right” and “the preservation of the sacred fire of liberty,” but this excerpt presents general statements without giving specifics.

Scaffolding and Differentiation: Reading Comprehension Support

Genre

Remind students that this text is an excerpt from what was originally delivered as a speech. Have students reflect on how reading a speech differs from hearing it.

Style

Washington uses long sentences and unfamiliar words. Encourage students to annotate to practice the reading comprehension strategy of summarizing as they read.

Analyze and Discuss

To extend discussions, consider asking the following questions.

Why did Washington give this speech?
- (He was starting his new role as president.)
What was new about the government at the time this speech was given?
- (This was the start of a new government under the Constitution.)

Filter the Launchpad in Imagine EdgeEX

December 2024

Quickly find exactly the information you need

Get to what you need in the Launchpad faster! Educators can now use filters in each widget to view the specific enrollments they wish to act on — saving them time.

Create Sections in Bulk in Imagine EdgeEX

Text-to-Speech Now Available in Imagine IM

December 2024

Increased accessibility for all students

We are thrilled to share Imagine IM’s latest enhancement: text-to-speech.

With text-to-speech, students can hear their assignments read out loud, making it easier to connect with the content. As the words are spoken, they’re highlighted on the screen, improving focus and supporting literacy development.

Teachers have full control of the text-to-speech feature in class settings. You can adjust it for the entire class or turn it on for specific students, making it adaptable to your classroom’s unique needs.

Imagine MyPath Grades 6–12 Lesson Refresh

December 2024

Enhanced visuals and audio to increase student engagement

The Imagine MyPath grades 6–12 lessons are getting updated! While the video scripts, Mastery Checks, worksheets, and other resources you are familiar with will stay largely the same, updates to the visuals and audio will make the lessons more dynamic and engaging for your students. With approximately 40 lessons currently complete, you can expect to see the refreshed versions of all the lessons release on a rolling basis between now and September 2025. Keep an eye on the updated lesson video list in Imagine MyPath in the Help Center for the most up-to-date list of newly refreshed lessons.

December 6, 2024 4:21 pm

School of the Week: Students thrive at Thomas Mifflin School

Published by: The Philadelphia Tribune

The success of the Thomas Mifflin School does not just rely on the students’ academic excellence and personal growth. The teachers, parents and staff also play a pivotal role by providing students with endless opportunities they might not receive anywhere else.

Read Full Article

May include subscriber-only content

U.S. History

The Attack on Pearl Harbor

Explore the events of December 7, 1941, at Pearl Harbor.

Engage

Learn about Pearl Harbor’s location significance in the Explainer video.

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Analyze

A Day of Infamy

Genre: Speech | Creator: Franklin D. Roosevelt | Date: 1941

Background

One day after the Japanese attack on Pearl Harbor, President Franklin D. Roosevelt delivered this speech to a joint session of Congress. In describing the actions of the Japanese military, Roosevelt hoped to convince Congress to declare war against Japan and usher American troops into World War II.

Discover President Roosevelt’s reaction to the attack on Pearl Harbor.

Transcript:

Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.

The United States was at peace with that Nation and, at the solicitation of Japan, was still in conversation with its Government and its Emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in the American Island of Oahu, the Japanese Ambassador to the United States and his colleague delivered to our Secretary of State a formal reply to a recent American message. And while this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or of armed attack.

It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time the Japanese Government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace.

The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. In addition American ships have been reported torpedoed on the high seas between San Francisco and Honolulu.

Yesterday the Japanese Government also launched an attack against Malaya.

Last night Japanese forces attacked Hong Kong.

Last night Japanese forces attacked Guam.

Last night Japanese forces attacked the Philippine Islands.

Last night the Japanese attacked Wake Island. And this morning the Japanese attacked Midway Island.

Excerpted from “President Franklin D. Roosevelt’s ‘Day of Infamy’ Speech.”

Collaborate

Lift-A-Line

Have students identify one phrase from A Day of Infamy they particularly noticed. Have them use this line to write a Lift-a-Line poem. Students should

start with the line they lifted from the source; and

write several lines that communicate an idea or emotion connected to the source or chapter.

Partner students to share their poems and discuss similarities, differences, surprises, and takeaways.

Call on several students to share how writing or discussing their poems shaped their understanding of the source or chapter.

Teacher Resources

Think Like a Historian: Sourcing Information

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation.

Summary

This is the first part of the famous speech from President Roosevelt to a joint session of Congress the day after the Pearl Harbor attack. In the speech, he informs the public about the bombing.

Purpose

The purpose of the speech was to persuade both Congress and the American people that war was the only way to respond to the Japanese attack.

Intended Audience

The audience was Congress, the American people listening on the radio, and the broader international audience of Japanese leaders and U.S. allies.

Source Considerations

Roosevelt had long wanted the United States to become involved in World War II, and the bombing of Pearl Harbor was the tipping point. The speech was aired live on the radio. Roosevelt concludes the speech by asking Congress to declare war. They did so 30 minutes later.

Scaffolding and Differentiation: Reading Comprehension Support

Genre

The power of this speech, combined with the shock of the attack, persuaded Congress to quickly declare war, and it won the assent of the American populace. Ask students to reflect on the rhetoric Roosevelt uses.

Vocabulary

Vocabulary that may challenge students includes infamy and solicitation. Be sure students are aware that Guam, the Philippines, Wake Island, Midway Island, and Hawaii were U.S. territories at the time of World War II.

Analyze and Discuss

To extend discussions, consider asking the following questions.

What are two quotes from the source that reflect the author’s perspective on the bombing of Pearl Harbor?
- (Answers will vary but may include “Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked” or “I regret to tell you that very many American lives have been lost.”)
How would you summarize each of these quotes in your own words?
- (Answers will vary but may include “The decision to cover some candidates more than others is often driven by economics, as outlets want to publish stories they think will drive traffic;” “many publications differentiate themselves by shifting from news to analysis;” or “Thanks to data-journalism tools that make verification fast and accurate, fact-checking has become a major part of the election media cycle.”)

December 2, 2024 10:00 am

Imagine Learning Acquires Pango Education to Advance AI-Powered Personalized K–12 Solutions

Strategic Acquisition Accelerates Imagine Learning’s Efforts to Create Impactful, Curriculum-Informed AI™ for Schools

Tempe, Arizona — December 2, 2024 — Imagine Learning, the nation’s largest provider of digital-first curriculum solutions, today announced the acquisition of Pango Education, a UK-based generative AI platform tailored for educational purposes. This strategic move enhances Imagine Learning’s capacity to deliver innovative, AI-driven solutions that empower educators and create impactful learning experiences.

Imagine Learning’s acquisition of Pango Education accelerates the development of its proprietary Curriculum-Informed AI™ tools, designed to address the growing need for personalized, standards-aligned educational solutions. With Pango’s innovative technology, Imagine Learning will enhance its ability to support educators in creating custom lesson plans and assessments, streamlining workflows, and responding quickly to evolving curriculum standards nationwide. This integration ensures that Imagine Learning’s solutions not only save teachers time but also deliver more engaging and effective learning experiences for students, meeting the diverse needs of today’s classrooms.

Elevating Education with Curriculum-Informed AI™

Imagine Learning’s Curriculum-Informed AI™ represents a new paradigm in education technology, providing a safe, reliable, and curriculum-aligned foundation for AI-powered tools. Unlike solutions trained on broad internet data or static textbooks, Imagine Learning’s AI operates within its research-based curriculum to ensure every interaction meets the highest educational standards.

“We are excited to integrate Pango Education’s innovative AI technology into Imagine Learning’s robust curriculum portfolio, setting the stage for transformative advancements in personalized learning,” said Jonathan Grayer, Chairman and CEO of Imagine Learning. “This acquisition amplifies our ability to customize lesson plans, adapt to evolving state standards, and create seamless, impactful learning experiences for the 18 million K–12 students we serve.”

Pango was founded in London, England, in 2018 by former math educator Adam Still and software engineer Richard Still. Their platform was developed to help teachers save time by streamlining access to diverse educational resources. By bringing Pango’s technology into its portfolio, Imagine Learning will expand its ability to offer educators practical, customized tools that address classroom needs more efficiently and effectively.

“Integrating Pango’s AI capabilities allows us to provide teachers with more control and flexibility in creating lesson plans and assessments,” said Jason Fournier, VP of Product Management, AI Initiatives at Imagine Learning. “This alignment with our rigorous content standards ensures that educators can meet the unique needs of their students while adapting quickly to curriculum and standards changes. The result is a set of tools that keeps pace with the demands of today’s classrooms.”

Imagine Learning reinforces its commitment to empowering educators with tools that address real-world challenges in the classroom by integrating Pango’s technology. Combining curriculum-aligned innovation with practical solutions advances Imagine Learning’s mission to support teachers and enhance student learning outcomes. This acquisition marks another step forward as Imagine Learning provide resources to meet the evolving demands of K–12 education.

About Imagine Learning

Every classroom, every student is bursting with potential. That’s why we pursue relentless innovation at the intersection of technology, people, and curricula. Imagine Learning creates K–12 digital-first solutions, working alongside teachers to support 18 million students in over half of the districts nationwide. Our core portfolio includes Imagine IM, Imagine Learning EL Education, Twig^® Science, and Traverse. Our robust supplemental and intervention suite equips learners with personalized instruction for English and Spanish literacy, math, coding, and more. Imagine Edgenuity^® and Imagine EdgeEX offer innovative courseware solutions, complemented by Imagine School Services’ Certified Teachers. Imagine Learning. Empower potential. Learn more: imaginelearning.com.

Organize Courses into Trimesters, Quarters, or Modules in Imagine EdgeEX

November, 2024

More flexibility with course organization

Educators can now create custom course splits. They can organize a course into trimesters, quarters, or modules to align with their grading/marking periods.