All-in-One Solutions for Any Learning Setting

How can we help your teachers and staff to make the transitions effectively and with little cost?

It’s difficult for teachers to transition to Blended Learning.
Blended Learning is essential to provide learning equity for all students, especially with the current COVID-19 pandemic. However, many teachers are either afraid to transition to blended learning or do not know-how. There are so many different technologies and strategies that are very overwhelming for most teachers. After more than 10 years of exploring and implementing blended learning in our classes, we co-founded Win Elements LLC to provide an all-in-one solution (LMS website + teaching strategies) to help all teachers transition to blended learning easily, effectively, inexpensively.

What essential technologies are needed?

Blended Learning is the process of incorporating technology to enhance traditional classrooms. However, our blended learning focuses on empowering teaching equity to provide learning equity for all students. To implement a blended learning model above, we need three essential components.

  • Flexible, consistent, and all-inclusive Learning Management Website
  • 1:1 device or class set
  • Practical, easy-to-use, and measurable teaching strategies

The key to our success is using the right technologies and practical strategies.

How do we help to empower your teachers and staffs to collaborate and create a collaborative culture?

  • Provide an all-in-one learning management website that teachers can subscribe at a low-cost fee so teachers can use it even when their schools would not pay for it or when the teachers move to a different school. This is the most critical component because most teachers would not use district-purchased technology because of the possible uncertainty that they cannot use technology in the future. We teach at different schools and districts, so we know the challenge of collaborating with different technologies from different districts. Likewise, we have wasted hundreds of hours creating resources and strategies that we could not use again, and it is a repeated frustration cycle for most teachers.
  • Teachers’ resources are customizable and easy-to-share. People think data drive teachers’ collaboration; in reality, incomplete data drives teachers apart. We don’t use data to compare teachers’ effectiveness; instead, we focus on teachers using data for persuasion and influences. Combining with innovative freedom, teachers can collect measurable outcomes of the implementation to inspire and support other teachers. With the ability to customize shared resources, teachers can collaborate and support each other.
  • Flexible and comprehensive assessment tools on the Learning Management Website that allow auto-grading, rubric-grading, simple grading, and live-updated and interactive gradebook. Students’ grades have the greatest influence on students’ behaviors in schools, and it’s more influential when it’s live-updated and interactive. Also, the detailed data from the gradebook allows teachers to evaluate their instruction and students’ performance to provide learning equity.

How do we empower your teachers and staff to redefine their teaching to provide learning equity?

  • We streamline interactive learning accountability for all students based on students’ effort and comprehension. Using comprehensive data from the Learning Management Website, all stakeholders can quickly access and evaluate students’ perseverance and understanding to provide intervention and support. Most importantly, students can reattempt activities, and their grades are calculated based on average, highest, first-attempt, or last-attempt. Also, teachers can manually modify students’ attempts to provide case-by-case support. Adaptive interaction between students and their grades promotes a growth mindset.
  • We streamline student-centered learning. Using technology, we can redefine how we deliver content, assign activities, grade students’ works, and provide meaningful feedback. Streamline teachers’ administrative tasks are essential in providing learning equity. Before using a Learning Management website, these administrative tasks are done manually, and they are very time-consuming. Most importantly, it shifts the focus from students to teachers. For example, teachers create policies that limit students turning late work for partial credits or reattempt assessments to earn average grades. Most importantly, most assigned works are not graded by teachers, so teachers cannot provide meaningful feedback. By streamlining teachers’ administrative tasks, we create a student-centered learning experience.
  • Facilitate a flexible and comprehensive organization of students’ work by aligning online activities with tangible worksheets for more in-depth learning. Without a comprehensive organization, teachers do not grade most of students’ work, and they fail to provide adequate feedback. StreamlineED Professional Development helps teachers to implement a flexible and comprehensive organization that will enhance students’ deeper understanding.

How can we help all teachers streamlining their transition to redefine their teaching quickly, effectively, and positively?

  • Our training model focuses on saving school money and empowering innovative teachers to influence other teachers. There are ZERO setup fees and 30-Day Money-Back Guarantee if you have any teachers who are not 100% satisfied. We set up a district-dedicated website that only users with your district Google Accounts to log in to the Learning Management website.
  • We have online training videos that show teachers step-by-step based on their grade levels. Teachers learn on their own paces, and schools can save money. However, we highly recommend schools provide an instructional day for teachers to watch all the training videos together. This step is essential in motivating and supporting your teachers to make the initial transition. These teachers will continue to explore and refine our strategies during weekly PLCs to implement in their classes. During this process, they inspire other teachers to adopt the strategies in their classes.
  • We have an active online support forum for teachers to ask and get personalized support from our community of fellow teachers and from us. Teachers can also join us on webinars.
  • We have 1000s ( and growing) collections of Ready-to-Use questions for various subjects and grade levels.
  • It’s Risk-FREE and 30-Day Money-Back Guarantee.

Join us and many teachers who have redefined our teaching and professional lives as we provide learning equity to many students in our classes.

Stories of how teachers engage students.

“Students know that they have a window of 8 minutes after the tardy bell rings when coming to my Biology class in order to complete their warm-ups. Therefore, I often see students hustling and rushing to make sure they come to my class on time.”—Mr. Ahmadi (9th Bio. Teacher)

“grading feature for assessments and bell work–the material is graded and easy to ready tables, forms and graphs are produced for both teacher and students.” —Mr. Jeska (Anatomy/Earth Sci. Teacher/ Sci. Dept. Chair)

“Students are given a timed warm-up, which shuts off automatically after a certain time frame. This results in more students coming to class on time in order to complete it. I have also had situations where students are completing the warm-up on their phones before they get to class because they are tardy. So even though they are not in class on time they are participating in class remotely.—Ms. Lutes (Bio/ Earth Sci. Teacher)

Stories of how many teachers streamline their PLCs.

“All of the data is graphed. Instantly we are provided with bell curves, averages, and means. Additionally, the amount of time per question is accounted for per student. This makes it easier to identify areas [of] students’ concern and growth with [our] colleagues.” —Mr. Ahmadi (9th Bio. Teacher)

“After I have created materials and saved them–they are easy to locate for future use in the following years or to share with colleagues. This frees me up to continue to improve my knowledge of content areas and improve y teaching with the use of new teaching strategies” —Mr. Jeska (Anatomy/Earth Sci. Teacher/ Sci. Dept. Chair)

“Last year I created over 500 Biology questions for assessments. This year I have added about 100 more questions, but most of the time is now dedicated to facilitating instruction and better honing my craft as an educator.” —Mr. Ahmadi (9th Bio. Teacher)

Stories of how teachers provide learning equity.

“All of the data is graphed. Instantly we are provided with bell curves, averages, and means. Additionally, the amount of time per question is accounted for per student. This makes it easier to identify areas [of] students’ concern and growth with [our] colleagues.” —Mr. Ahmadi (9th Bio. Teacher)

“After I have created materials and saved them–they are easy to locate for future use in the following years or to share with colleagues. This frees me up to continue to improve my knowledge of content areas and improve y teaching with the use of new teaching strategies” —Mr. Jeska (Anatomy/Earth Sci. Teacher/ Sci. Dept. Chair)

“Last year I created over 500 Biology questions for assessments. This year I have added about 100 more questions, but most of the time is now dedicated to facilitating instruction and better honing my craft as an educator.” —Mr. Ahmadi (9th Bio. Teacher)

Stories of how teachers create student-centered learning.

“I record my lecture and upload it to Youtube to create “self-paced interactive videos” embedded with questions that are auto-graded and provide instant-feedback. Students can not skip forward, but they can pause or rewind to learn the new content at their paces.”—John Nguyen (Chemistry/AP Chemistry Teacher)

“Students see their scores in real-time with immediate feedback on what they get right and wrong. They are given MULTIPLE attempts to facilitate effort and to empower their growth mindset to keep trying to get a portion of the avail points eg. .66 instead of a zero. I can see the result of the bell work q’s about 10 minutes into class and can quickly analyze the results and re-teach if necessary. I can do this for all manner of formative assessments as well as summative assessments for planning next year’s curriculum” —Mr. Jeska (Anatomy/Earth Sci. Teacher/ Sci. Dept. Chair)

“Collaboration and support are streamlined beyond my classroom’ walls. I have an online interactive discussion for students to ask questions, and students or I answer those questions to support all students. It is flexible because we can add text, images, videos, and other media to provide meaningful discussion. My students can follow the discussion thread and get real-time notifications when there is a new update.”— Nguyen Teachers (Chemistry Teacher)

About Us: We are current teachers who co-founded Win Elements LLC to solve schools’ problems with effective and sustainable solutions. We provide StreamlineED as an all-in-one, sustainable, and effective solution to streamline education equity by providing and training teachers on how to use the provided Learning Management System website and Blended teaching strategies that integrate their current technology and resources. We also provide Safe Pouches for phones to create a phone-free learning environment and  to provide a Positive Behavioral Intervention and Support

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