Exemplars Success Stories
Hear from schools and districts around the country that use Exemplars to drive impactful growth using our evidence-based performance materials. Browse case studies by region. You can also check out our testimonials.
Wilton Public Schools, headquartered in Wilton, Connecticut, is a school district of four school campuses spanning Pre-K to 12th grades. Developing a district-wide initiative to address learning loss in mathematics caused by pandemic-related educational shifts was the goal at Wilton Public Schools.
District leaders realized students would need strategic support to bridge learning gaps upon return to in-person instruction. After recognizing a need for a platform that develops students’ problem-solving, communication, and collaboration skills, a preference for a rigorous, resource-rich, and innovative learning program arose.
The Campbell County School District serves 13 schools and one technical education center. Improving student learning outcomes to meet newly adopted state standards was crucial to the district's goals. District leaders recognized the need to provide teachers with a resource that emphasized the acquisition of deep thinking and problem-solving skills to enable students to tackle rigorous content at every grade level equitably.
The District mobilized its efforts to find a program that would develop students’ problem solving, communication, and representational thinking skills through real-world and grade-level appropriate math tasks.
Long Island, NY
Oceanside School District is a public school district headquartered in Oceanside, New York. Integrating a program that emphasized higher-order thinking and problem-solving skills to meet the needs of newly adopted learning standards was a priority for the District.
District leaders recognized the need to provide a platform that was usable across all grade levels and authentically embedded rigorous and challenging problem-solving tasks. After realizing a necessity for a differentiated resource, an adaptive program that encouraged multiple ways of thinking and learning became the preference for the district.
The Bronx, NY
Concourse Village Elementary School is a public K to 5th grade elementary school in the Bronx, New York with a total student enrollment of 356. Ensuring equitable student learning outcomes was the top priority at the school.
After realizing a need for a product that provides vertical standards alignment for teachers, a preference for a rubric-driven and professional development-based learning program arose. Understanding that the school employed teachers with different levels of expertise, it was imperative to find a resource that would supply all teachers with a common language when defining characteristics of high-quality student work.
The Co-op School is a private preschool, lower, and middle school located in Brooklyn, New York, with a total student enrollment of under 200.
School leaders recognized that their students required growth opportunities in perseverance when working through mathematical concepts, and teachers desired ample resources to enrich student thinking.
After recognizing a need for a platform that develops problem solving and critical thinking through visual learning, a preference for a resource-rich, and rubric-driven learning program arose.
Sioux Falls, SD
Eugene Field A+ Elementary School has a mix of students from different socio-economic backgrounds, and is a part of the Sioux Falls School District in South Dakota. Ensuring academic growth by all students was the primary concern at this school.
District leaders recognized the need to provide growth opportunities for ALL levels of learners - from students below grade level to students that need extension and enrichment with above grade-level content. After realizing a need for a resource where students at or above grade level would continue to grow, a preference for a rigorous, engaging, and student-driven learning program emerged.