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Santa Rosa County Public Schools, FL

Santa Rosa County Schools is a medium size, rural/suburban school district in the panhandle of Florida with 35 schools, serving over 26,000 students. As one of the highest performing districts in the state, that has been historically one of the lowest funded, Superintendent Tim Wyrosdick has a bold vision for leveraging STEAM to transform the culture of teaching and learning.


With a rapidly growing Title I student population and the district’s vision to be a world-class school system that ensures equitable access to instructional excellence for every student, every day, Santa Rosa County Schools partnered with Discovery Education to bring the below goals to life:
  • Accelerating student engagement and achievement
  • Fueling economic development and community engagement
  • Transforming the culture of teaching and learning
  • Maximizing investment in technology and human capital
  • Driving personalized learning within a student-centered learning environment


To bring this inspiring vision to life, Santa Rosa County Schools partnered with Discovery Education to build and execute a 5-year strategic initiative branded STEAM INNOVATE. The measurable, observable outcomes of STEAM INNOVATE in Santa Rosa County Schools are:
  • 25 schools serving as the district’s STEAM models of innovation
  • 100+ STEAM Innovators receiving intensive professional development and job-embedded coaching
  • 100+ STEAM Innovators redelivering 21st-Century STEAM modules to their school-based peers
  • 25+ administrators receiving customized administrative leadership professional development
  • 4,000+ students using Techbook in Math, Science and Social Studies
  • Ongoing community and business engagement opportunities


In 2016, Santa Rosa County Schools celebrated the completion of Year 1 INNOVATE and are seeing powerful results in student engagement, teacher capacity, and early indicators of increased student achievement. In addition to these early indicators, Santa Rosa County Schools is partnering with The University of West Florida who to conduct a comprehensive research and evaluation project to measure the quantitative and qualitative results of STEAM INNOVATE.

Charlotte-Mecklenburg Schools, NC

Charlotte-Mecklenburg’s leadership recognized the need to make the district’s science and math instruction more interactive and engaging. In addition, they wanted to build the confidence of their teachers.

The district leaders at Charlotte-Mecklenburg Schools (CMS) were facing two challenges: They needed a bold, new approach to math education to prepare students for 21st-century teaching and learning, and they wanted to help make their educators masters of digital content as they transitioned to Common Core State Standards. Overcoming these hurdles would prove crucial to raising the bar for instruction in classrooms and improving student outcomes.

Already familiar with Discovery Education’s Science Techbook suite, CMS selected Math Techbook to help them achieve their goals, along with implementing a 1:1 device program in its schools. After piloting Math Techbook for less than a year, district leaders found a perfect fit for their classrooms. Techbook helps educators be more agile in the classroom, armed with fresh, up-to-date materials. Students love Techbook’s grounded approach to math, and they seize upon the chance to take an active role in their education. CMS has since rolled out the service to all of its middle schools.

Discovery Education’s relationship with Charlotte-Mecklenburg Schools continues to grow. With more Techbook innovations on the horizon, they’ll work together to enhance the district’s curriculum in new, meaningful ways, helping Charlotte students become lifelong learners.

ResultsDouble-Digit Gains in Student Proficiency

Evidence shows that when educators within Charlotte-Mecklenburg Schools used Discovery Education Techbook with students, it led to increased student performance on end-of-course exams.

After using Science Techbook to hone their skills, 5th and 8th grade students are much better prepared for the future.

  • 12 percentage-point increase in college and career readiness for 5th- and 8th-grade science students (2013-2016)
  • Six percentage-point increase in proficiency for 5th-grade science students (2015-2016)
  • 10.5 percentage-point leap over state proficiency scores for Math 1 students (2015-2016)

Park Ridge Schools, FL

A shift in focus to STEM learning results in improved student testing scores and engagement at Broward County Schools, according to a recent report.

A two-year study of Park Ridge Elementary School in Broward County, FL showed marked improvement after education leaders implemented the STEM focus supported by two services from Discovery Education — Science Techbook, a digital science textbook, and STEMformation, a standards-based professional development program.

The gains at Park Ridge followed an initiative at six elementary schools in Broward County designed to improve student outcomes by focusing on STEM studies. Students at all six schools demonstrated improvement on state assessments, but Park Ridge’s students in particular saw significant gains in their reading and math scores. Researchers attributed some of that success to Discovery Education’s implementation at the school.

“The [STEMformation] program at Park Ridge ES, specifically, the integration of Discovery Education digital content and instructional practices into classroom instruction, has produced positive impacts on teaching and learning over the past two years,” according to a report by Metis Associates, a national research and consulting firm.

Student results were measured based on their performance on the Florida Standards Assessment (FSA) between 2016-2017. Park Ridge students showed a 6.1 percent increase in their reading scores, and a 3.1 percent increase in their math scores during the course of the study.

“Techbook has opened their eyes to the wonder of how things truly work.”
Joseph Balchunas
Park Ridge Elementary School

Learn More about Park Ridge Elementary School’s Incredible Advancement

Listen to this Blog Talk radio interview with Principal Joe Balchunas on his experience, as well as the experience of the student and teachers under his leadership.

How Schools Are Bridging the Coding Gender Gap

Turning girls onto computers and coding requires strong leadership, said Superintendent Dr. Kristine Gilmore of the D.C. Everest School District in Wisconsin.

Computer science classes have long been the domain of boys. While girls and boys are now equally represented in advanced science and math classes, girls still are not flocking to classes like Programming in JAVA or Mobile App Development. With the growing need for computer scientists in the workforce, school leaders are trying to convince girls that these classes aren’t just boys’ clubs.

As superintendent of D.C. Everest Schools in Wisconsin, Dr. Kristine Gilmore has led a vibrant campaign to conquer the gender gap in STEAM courses at her schools.

“Things don’t happen by chance,” said Gilmore. “You have to ask, ‘Do all kids have opportunities?’ As a superintendent, my job is to remove barriers for kids.”

Girls only made up about one-fifth of all AP students in computer science in 2013, according to the National Girls Collaborative Project, even though girls are equally likely to take the science and math AP exam. This gender gap continues into college. In 2015, only 18 percent of all computer science college degrees in the country went to women.

This gap puts girls at a distinct workforce disadvantage in an industry on track to explode with opportunities. According to, the Bureau of Labor Statistics projects growth of 15-20 percent in computer science jobs between 2012 and 2022. By 2020, there will be only 400,000 students. With those real-world opportunities, it is important to open more students — both boys and girls — to the pathways that coding skills could provide.

Why Girls Don’t Feel They Belong in Coding

It is somewhat puzzling that girls are comfortable calculating derivatives in calculus classes or studying harmonic motion in physics, but tend to balk when confronted with rows of computer terminals. A variety of factors are behind the computer science gender gap, according to a 2010 report by the American Association of University Women, including the geeky-guy stereotype, which is reinforced through popular media. Teenage girls think that computer classes are filled with skinny guys with bad social skills, like the characters on the television show “The Big Bang Theory”, and don’t feel comfortable stepping into that environment.

Researchers from the University of Washington found that simply redecorating the classroom might bust through that stereotype barrier. Allison Master, Sapna Cheryan, and Andrew N. Meltzoff reported in the Journal of Educational Psychology in 2015 that girls were three times more likely to say that they would sign up for a computer science class in rooms that were decorated with nature posters, lamps, and plants, rather than rooms that contained Star Trek posters and science fiction books.

“When girls felt that they belonged in the environment, they became more interested in taking the course,” according to the article.

Learning from female computer teachers, particularly during the middle school years when interest in computers peaks for many girls, may also hold the key to increasing gender equity, according to research by Accenture and Girls Who Code, a nonprofit organization that runs summer immersion programs for girls across the country. Developing a positive “experience of computing in their junior high years means that girls are 18% more likely to show interest in computing throughout their high school and college years,” according to the Accenture research.

Shaping Coding Experiences for Girls

Getting girls in the classroom is a focus for several tech-forward school districts across the country. Dr. Michael Lubelfeld, the superintendent of Deerfield Public Schools in Illinois, and a member of AASA’s Digital Consortium, has acquired a reputation as a technology innovator. And this is a topic he is passionate about. Lubelfeld has successfully increased the number of girls in computer science, garnering a lot of attention for his school district.

Superintendent Dr. Mike Lubelfeld believes heightened community engagement, school board support, an more female mentors could help resolve the gender gap challenge.

He’s found that a combination of community involvement, the presence of female mentors, and support from the school board are critical to changing mindsets. He also believes that immersing both boys and girls in computer science at an early age, in all subjects, is extremely important to overcome the gender gap. His district is even discovering new ways of bringing coding into English classes.

He also pointed to the success of a lunchtime learning experience, “STEM for Girls,” which was run by mothers from the community with careers in computer science and engineering. Over 100 elementary school girls learned how to build robots, performed basic coding, and completed hands-on, creative experiments using electricity and magnetism.

Beyond pulling girls into STEM, the program also served as a catalyst for a community-funded, $1.5 million STEM program in the school district’s libraries and as a factor in the selection of an elementary and middle school named Blue Ribbon Schools in 2016.

Like Lubelfeld, Superintendent Gilmore said that her district worked to bring girls into computer science by starting young and teaching computers across the curriculum.

“We’ve tried to think about it across more than one course,” she said. “We are trying to make it embedded in what we do, rather than being a separate pull out.”

D.C. Everest’s students are exposed to coding experiences even as early as kindergarten, using programs such as Scratch, and in unique learning environments like Maker Spaces, enrichment summer school programs, and during after-school activities like Lego Robotics clubs.

She wants girls to recognize that game design doesn’t just have to be for boys. Her district isn’t putting together clubs or classes that are exclusively for girls, because they want their programs to be open to all students, including students who are English  Language learners in her district.

“Girls play video games, too. Look at the success of Minecraft and Candy Crush Saga. We don’t have to create barriers,” said Gilmore.

“I don’t want to just destigmatize computer science for girls. I want to destigmatize STEAM for all kids.”

Tina Plummer, an assistant superintendent at the Mehlville School District in St. Louis, has worked to improve the computer science gender gap. Plummer and her district partnered with Discovery Education to reach girls when they were young, advocating to form connections with the community, and provide girls with role models.

“Start young, and give them opportunity,” said Plummer.

Mehlville’s schools also reached girls by offering them a girls-only event, “Breakfast with the Experts,” to showcase their various STEM courses and to introduce them to women in the community with careers in engineering, neurobiology, and computer programming.

There are signs of progress. More girls took the AP computer science exam in 2016 than ever before. In 2015, 22 percent of all test takers were girls; in 2016, 23 percent were girls. The College Board also reported that eight states had fewer than ten girls who took the test.

Clearly, more work is needed to get girls coding. Innovations from tech-forward districts like Deerfield, D.C. Everest, and Mehlville can help guide other school districts in their efforts to shift stereotypes.

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