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The article offers the insights from the K-12 leaders regarding their keys to maintain a digital transformation in the U.S. Mark Edwards, superintendent of the Mooresville Graded School District in North Carolina, agrees on the importance of changing the culture of a school district to sustain a digital transformation. Leslie Wilson, founder and chief executive of the One-to-One Institute, comments on the essential of having several key leadership groups. Director Robin Britt of Personalized Achievement, Curriculum and Environment (PACE) program also adds the move of forming a backup plan. INSET: THREE MORE KEYS TO SUSTAINING 1-TO-1 SUCCESS.

The article describes how technology supports the education of English language learners (ELL) in the U.S. Topics discussed include the ELL instruction initiative developed by Superintendent Ruben Alejandro for the Weslaco Independent School District in Texas, the initiative's goal of developing early literacy skills among children before they enter the school system, and the efforts of various school districts in the country to encourage students to continue reading through elementary and middle school. Also mentioned are the use of digital books, the Achieve3000 program, and the merits of personalized instruction.

The article focuses on how the Sandy Hook shooting tragedy incited schools to intensify security efforts. It states that middle and high schools in Hudson, Ohio has security cameras, administrators carrying two-way radios, and each school practicing lockdown drills twice a year to prepare for possible trespassers. Also, it mentions the $2.5 million renovation plan of Pennsylvania's North Penn School District which allows visitors to enter each school only through a secure area.

The article reports on the successful implementation of the Common Core State Standards in Kentucky. The factors which triggered the success are discussed including communication among state officials, development of leadership networks, and support from educators. Also noted is the significant contribution of teacher engagement in the conversations with district leaders to the success.

The article discusses how U.S. school districts address information-technology (IT) and classroom-management challenges involved in letting students bring their own devices to school. These challenges include providing secure network access while making sure students' online activities are visible to IT administrators. The experiences of the Derry Township School District in Pennsylvania, the Stonington Public Schools in Connecticut and the Area Education Agency 267 in Iowa are explored. Tips for adopting bring your own device (BYOD) policies are given.