Where responding to a setback on the path towards achieving a huge goal is concerned, most people tend to fall somewhere inside these two extremes:
You think, “I’m better than this,” and are really hard on yourself.
You think, “No one’s perfect,” and give yourself a break.
Over the long term, which mindset do you think leads to higher levels of achievement? If you’re like the vast majority of the people I polled on LinkedIn, you choose choose “really hard on myself.” Makes sense: a relentless drive for perfection is the key to self-improvement. Not being too had on yourself? Accepting anything less than excellence? Saying, “That’s okay. I tried.”?
No self-respecting, hard-charging, success-oriented person thinks that way.
Except they do, especially if they want to achieve difficult goals.
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According to a study published in Personality and Social Psychology Bulletin, treating yourself with self-compassion — seeing weaknesses, failures, and mistakes as a natural part of life — better motivates people to improve weaknesses and improve performance.
As the researchers write, “These findings suggest that, somewhat paradoxically, taking an accepting approach to personal failure may make people more motivated to improve themselves.”
Granted, mental toughness builds the foundation for long-term success. But being hard on yourself won’t develop mental toughness. A study published in Self and Identity found that the increased stress that results from self-criticism actually increases procrastination. That’s a form of “mental toughness” no one can afford.
So what’s a better approach? Self compassion, blended with a little growth mindset.
Granted, self-compassion sounds a little too warm and fuzzy, especially for someone with my upbringing. Self-respect and self-regard, constantly reminding yourself that you not only could but should do better, keeps you pushing forward.
That’s where also embracing a growth mindset comes in. According to research on achievement and success by Stanford psychologist Carol Dweck, people tend to embrace one of two mental approaches to talent:
Fixed mindset: The belief that intelligence, ability, and skill are inborn and relatively fixed–we “have” what we were born with. People with a fixed mindset typically say things like, “I’m just not that smart,” or “Math is not my thing.”
Growth mindset: The belief that intelligence, ability, and skill can be developed through effort–we are what we work to become. People with a growth mindset typically say things like, “If I keep working, I’ll get it,” or “That’s okay. I just need to keep trying.”
No matter how high your self-esteem, when assume that you are what you are, and the going gets tough, you start to feel helpless. What you “are” isn’t good enough. When you think that, you put things off. Or even stop trying. Why keep trying, when more effort won’t matter?
That’s why people with a growth mindset tend to go easier on themselves — but without easing their focus on improvement or achievement.
Instead of saying, “I should be better than this,” people with a growth mindset think, “That didn’t go perfectly. But that’s okay: I worked hard, learned a few things, and know what to do differently next time.”
Embracing self-compassion doesn’t mean relaxing standards or seeking to achieve “smaller” goals. Embracing self-compassion just means accepting that failure is a natural step on the road to eventual achievement.
And that risks, especially to your self-esteem, aren’t something to avoid, because everyone makes mistakes. Everyone fails. The people who succeed, in whatever way they define “success,” are the people who find the motivation to keep trying.
Which, according to science, are the people who set hard goals.
And, counterintuitive as it may sound, go easy on themselves along the way, because one mistake or failure isn’t the end of the road.
It’s just part of the journey.
The opinions expressed here by Inc.com columnists are their own, not those of Inc.com.
Organization recognized for excellence in high-impact tutoring design and student achievement gains
PHILADELPHIA, Aug. 25, 2025 –Catapult Learning, a division of FullBloom that provides academic intervention programs for students and professional development solutions for teachers in K-12 schools, today announced it earned the Tutoring Program Design Badge from the National Student Support Accelerator (NSSA) at Stanford University. The designation, valid for three years, recognizes tutoring providers that demonstrate high-quality, research-aligned program design.
The recognition comes at a time when the need for high-impact tutoring (HIT) has never been greater. As schools nationwide work to close learning gaps that widened during the COVID-19 pandemic and accelerate recovery, Catapult Learning stands out for its nearly 50-year legacy of delivering effective academic support to students who need it most.
“Catapult Learning is honored to receive this prestigious national recognition from the NSSA at Stanford University,” said Rob Klapper, president at Catapult Learning. “We are excited to be recognized for our high-impact tutoring program design and will continue to uphold the highest standards of excellence as we support learners across the country.”
Each year, Catapult Learning’s programs support more than 150,000+ students with nearly four million in-person tutoring sessions, in partnership with 2,100 schools and districts nationwide. Its tutors, many of whom hold four-year degrees, are highly trained professionals who are supported with ongoing coaching and professional development.
Recent data from Catapult Learning’s HIT programs show strong academic gains across both math and reading subject areas:
8 out of every 10 math students increased their pre/post score
9 out of every 10 reading students increased their pre/post score
These results come from programs that have also earned a Tier 2 evidence designation under the Every Student Succeeds Act, affirming their alignment with rigorous research standards.
The Badge was awarded following a rigorous, evidence-based review conducted by an independent panel of education experts. The NSSA evaluated multiple components of Catapult Learning’s program – including instructional design, tutor training and support, and the use of data to inform instruction – against its Tutoring Quality Standards.
“This designation underscores the strength and intentionality behind our high-impact tutoring model,” said Devon Wible, vice president of teaching and learning at Catapult Learning. “This achievement reflects our deep commitment to providing high-quality, research-based tutoring that drives meaningful outcomes for learners.”
Tutoring is available in person, virtually, or in hybrid formats, and can be scheduled before, during, or after school, including weekends. Sessions are held a minimum of three times per week, with flexible options tailored to the needs of each school or district. Catapult Learning provides all necessary materials for both students and tutors.
Catapult Learning, a division of FullBloom, provides academic intervention programs for students and professional development solutions for teachers in K-12 schools, executed by a team of experienced coaches. Our professional development services strengthen the capacity of teachers and leaders to raise and sustain student achievement. Our academic intervention programs support struggling learners with instruction tailored to the unique needs of each student. Across the country, Catapult Learning partners with 500+ school districts to produce positive outcomes that promote academic and professional growth. Catapult Learning is accredited by Cognia and has earned its 2022 System of Distinction honor.
WASHINGTON, D.C. – The Association of Latino Administrators and Superintendents (ALAS) has named Carlos Garcia as the recipient of its 2024-25 ALAS Lifetime Achievement Award. Garcia was a founding member of ALAS and has also served as the association’s president, among other roles. Garcia was recognized at a special awards ceremony during the ALAS Gala Dinner Event being held October 11, 2024 at the Portland Marriott Downtown Waterfront on the final day of the ALAS 21st National Education Summit.
“We are honored to recognize one of our founding members with the Lifetime Achievement Award,” said ALAS Executive Director Ulysses Navarrete. “Carlos Garcia’s dedication and leadership in helping historically marginalized students, namely Latinos, during his over 40-year career is truly an inspiration to all in the field. He demonstrates a “si se puede” attitude in all that he does and is a living example that if we want to see change, we need to get off the bench and into the game.”
Garcia served as a superintendent for 16 years in four distinctive school districts: Sanger USD (CA), Fresno USD (CA), Clark County SD (NV) and San Francisco USD (CA) before retiring in 2012. In 2003, he was a founding member of the national ALAS, as well as the California Association of Latino Superintendents and Administrators (CALSA). He served as an ALAS board member from 2003 to 2006 and as President Elect in 2009, as President from 2010 – 2011, and as Past President from 2012 – 2013.
During his more than 37-year career in education, Garcia built a strong track record for boosting student achievement and narrowing the achievement gap through his work as a teacher, principal, central office administrator and leader in classroom instruction. In addition to his role as superintendent, he taught at Rowland Unified School District (La Puente, CA) and Chaffey Joint Union High School District (Ontario, CA) before going on to serve as a principal for schools in the Pajaro Valley Unified School District (Watsonville, CA) and SFUSD’s Horace Mann Middle School.
Garcia is the recipient of the 2005 Nevada Superintendent of the Year Award and the 2010 Ferd Kiesel Memorial Distinguished Service Award among many other awards and accolades.
Garcia has a passion for serving urban, underserved children. Growing up in a Los Angeles barrio himself, he made this his mission in education and in life. He is a transformational national leader and is a torchbearer for equity and social justice for all students and their communities.
The ALAS awards recognize individuals and organizations for their extraordinary education leadership and advocacy around issues impacting the education of Latino and other historically marginalized students. Other award recipients include Superintendent of the Year Dr. Debra Duardo, Central Office Administrator of the Year Joanne Fimbres, Principal of the Year Carlos Ramirez, Advocacy Award winner Dr. LeAnne Salazar-Montoya, ALAS Student of the Year Dafnee Marquez Padilla and ALAS Affiliate of the Year Arizona ALAS.
The ALAS National Education Summit is the association’s flagship leadership development and networking event for administrators at schools and districts that serve primarily Latino and other historically marginalized youth. The event focuses on addressing challenges in the education system, particularly those impacting Latino students, and provides a forum for participants to engage in meaningful discussions and identify solutions that can be applied throughout the industry. The theme of this year’s Summit is “Embracing Tomorrow, Fostering Culture, Driving Change, and Promoting Collaboration.”
About the Association of Latino Administrators & Superintendents (ALAS)
The Association of Latino Administrators and Superintendents [ALAS] is committed to providing a perspective to all aspiring school and district administrators, including superintendents, through programs, services, advocacy and networks rooted in Latino experiences and culture. Our Vision, Mission and Goals are to provide leadership at the national level that assures every school in America effectively serves the educational needs of all students with an emphasis on Latino and other historically marginalized youth through continuous professional learning, policy advocacy, and networking to share practices of promise for our students and the communities where we serve.
By the year 2026, Latino children will make up 30 percent of the school-age population. In the nation’s largest states – California, Texas, Florida, and New York- all of whom are ALAS State Affiliates – Latinos already have reached that level. It is of vital interest to invest in the education of every child, and the professional learning of all educators who serve Latino youth.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
NEW YORK— 3P Learning, a global leader in online education for school-aged students, announces Mathletics, the company’s math program for intermediate learners, has achieved Level II certification under the Every Student Succeeds Act (ESSA). Mathletics also earned the ISTE Seal this spring. These acknowledgments, granted to programs demonstrating exceptional quality and evidence-based positive impact on student success, come as education leaders double down on programs shown to increase academic achievement.
LearnPlatform by Instructure conducted an independent study in accordance with ESSA Level II requirements to evaluate the effectiveness of Mathletics in improving academic achievement. The study analyzed NWEA MAP® testing scores from 1,885 third- through fifth-grade students across eight schools within a single district. The comparison focused on the performance of 1,561 students who used Mathletics versus 324 who did not use the program.
The research team found:
Students who used the Mathletics program “moderately” or “heavily” had higher end-of-year scores than those who had not used the program often.
If a student at the 50th percentile had used Mathletics, it would result in the student moving to the 54th percentile on average—a 4 percentile point improvement.
Mathletics joins 3P Learning’s K-3 math program, Mathseeds, in achieving ESSA Level II certification. Combined, the duo provides a comprehensive, evidence-based math solution from kindergarten through middle school.
The ISTE Seal is awarded to educational technologies that excel in innovation, accessibility and enhancing student learning experiences. Mathletics was recognized for its:
Engaging and Personalized Learning: A gamified learning experience that tailors lessons to fit individual student needs.
User-Friendly Interface for Educators: An intuitive, navigable user experience including instructional videos for educators and differentiation tools to simplify classroom management.
Comprehensive Progress Tracking: A complete and comprehensive method for monitoring student progress via analytics and feedback.
“Teachers and administrators tell us every day that evidence of effectiveness is crucial,” said Katy Pike, Chief Product Officer at 3P Learning. “These results underscore the ability of Mathletics to significantly improve math skills and effectively narrow the achievement gap. When educators provide students with engaging activities and motivating challenges, learning math becomes fun and rewarding—that’s what leads to academic growth.”
3P Learning is a global leader in online education for school-aged students and offers a multi-award-winning suite of programs covering mathematics (Mathletics and Mathseeds) and reading (Reading Eggs). Serving more than 18,000 schools in over 130 countries, our classroom solutions have been created by experienced educators and are backed by over 20 years of research.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Orlando, Florida – Anthology, the leading educational technology company, revealed the latest iteration of its Learning Management System (LMS), Blackboard, at Anthology Together 2024. Previously known as Blackboard Learn, the flagship LMS was recognized for outpacing the competition in feature development for the third consecutive year. This iteration focuses on enhancing AI literacy, improving instructor workflows, and supporting student achievement. Innovations such as AI Conversations, Content Designer, and Video Studio demonstrate Anthology’s commitment to advancing education through technology by integrating tools that address the evolving needs of academic institutions.
“The impact of AI, the enrollment cliff, student retention, escalating costs, changing student expectations—I don’t remember a time higher education faced so many unprecedented challenges,” said Nicolaas Matthijs, Chief Product Officer at Anthology. “Our rapid product enhancements and commitment to working in close collaboration with our customers reflect our dedication to helping higher education not just overcome these hurdles but thrive in this dynamic environment.”
Leading the way on AI literacy
Following on the success of its AI-facilitated instructional design tool, the Blackboard AI Design Assistant, Anthology announced the availability of its student-focused AI literacy tool. Students will be expected to use generative AI technologies in the workforce, and it’s important they have an opportunity to experience it and understand its strengths and weaknesses.
AI Conversations is a new activity type in Blackboard to drive AI literacy and deepen student engagement. Through the tool, students can have a conversation with an AI persona about a specific topic. It’s a unique way to expose students to generative AI in a responsible and pedagogically-sound way while maintaining instructor oversight. The instructor is able to review the interaction and assess their student’s critical thinking while offering a novel and engaging means of assessment.
Powered by Microsoft’s Azure OpenAI Service, AI Conversations sets a new standard in AI literacy not available in any other LMS. AI Conversations will be a core feature included in every Blackboard license. All AI-facilitated capabilities in Anthology solutions are developed following Anthology’s Trustworthy AI Approach.
Deepen student engagement and bolster instructor efficiency
Customer engagement and co-design is a critical component of Anthology’s product development process. The Anthology customer community were active contributors to all of the value-driven features announced at Anthology Together:
Blackboard Content Designer. To allow instructors to create more engaging learning experiences, the Content Designer allows simple, fast, interactive content creation that is mobile friendly and accessible. Aligned with Anthology’s mission to deliver innovation that is simple and intelligent, the Content Designer is a core feature of the latest version of Blackboard included in every license.
Blackboard Video Studio. In order to create an even more engaging and multimodal student experience, Anthology also launched Video Studio. Powered by Amazon Web Services (AWS), Video Studio allows instructors to add video and audio content to their courses quickly and easily, with automatic captioning and flexible playback for use in low-bandwidth areas, to deliver a more engaging and accessible multimedia experience for students.
Blackboard Mastery Learning. Blackboard’s enhanced Mastery Learning capabilities allow instructors to design programs that adapt to each student’s individual needs. This personalized approach deepens student engagement and significantly enhances learning outcomes, ensuring learners progress and master course content as they go.
The new Gradebook Mastery view allows instructors to easily identify learning gaps at both the course and individual student levels. This clear, visual representation of student progress enables instructors to adjust their instructional strategies as needed. Students also benefit from the Mastery view by gaining a comprehensive understanding and overview of how their course assignments contribute to their overall learning outcomes.
The new Achievements feature in Blackboard celebrates student accomplishments. With Achievements, instructors can create badges for students to earn based on specific performance criteria. Badging is vital to student learning as it aligns with evolving student expectations and provides a visual recognition of achievements and skills mastery.
Students can showcase their expertise in their life-long Achievement Studio account. They can display their skills and badges, including the evidence of their learning, and incorporate in social platforms and portfolios.
Experience the industry’s most modern learning management system with a free trial at www.anthology.com/try.
About Anthology
Anthology delivers education and technology solutions so that students can reach their full potential and learning institutions thrive. Millions of students around the world are supported throughout their education journey via Anthology’s ecosystem of flagship SaaS solutions and supporting services, including the award-winning Blackboard® (LMS), Anthology® Student (SIS/ERP), and Anthology® Reach (CRM). Through the Power of Together, we are uniquely inspiring educators and institutions with innovation that is meaningful, simple and intelligent to help customers redefine what’s possible and create life-changing opportunities for people everywhere. www.anthology.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
As classrooms close until next fall, talk of the dreaded summer slide increases, particularly as students are still struggling to gain ground lost during the pandemic.
Students’ academic achievement and test scores remain flat or tend to drop during summer break, with greater losses in math than in reading, according to research by Meghan Kuhfeld, PhD, a research scientist for the Collaborative for Student Growth at NWEA and Andrew McEachin, PhD, director of the Collaborative for Student Growth at NWEA.
Their analysis highlights the ongoing debate around just how deeply summer learning loss is felt, if different student groups experience more learning loss than others, and what districts and caregivers can to do keep students’ brains active and learning in fun ways during long school breaks.
Only in the past couple decades have educators and researchers had the tools to measure performance in the spring and fall, leading to the ability to isolate summer in particular.
“The research is a bit mixed, but the consensus is that students stay the same or lose ground in the summer. Different studies have shown different amounts of learning loss–some say it’s a sizable percentage and some say it’s more of a pause in learning versus a real drop,” she added.
The other major aspect of learning loss concerns who is affected—do students from low socioeconomic backgrounds experience more severe summer learning loss? More recent research hasn’t shown losses to a severe degree, Kuhfeld said, but the research is still mixed.
Concerns about summer learning loss can be addressed in two main areas, Kuhfeld said.
Parents and caregivers: Make sure children receive learning opportunities during the summer, such as reading books or visiting museums. Incorporating math into summertime can be a bit more challenging, but can be accomplished if children help with activities such as measuring ingredients during cooking or calculating how far they walk or ride bikes. Weaving learning opportunities into grade-appropriate topics makes learning more fun and engaging.
District level: Many districts offer summer programs, which range in intensity from mandatory summer school to more voluntary programs intended to boost learning for students who fell further behind during the academic year. But districts can’t provide all the summer learning opportunities on their own, and this is why school-community partnerships for camps, internships, and other programs are critical–especially in communities where students lack access to summer enrichment and learning opportunities.
One often-overlooked piece of what schools provide kids is free meals, Kuhfeld added. Pairing summer learning programs with free meals is another way students can keep their brains in shape over the school break, such as free lunches combined with story time and activities at local libraries.
And while summer learning loss is a valid concern, summer does help students build essential skills–durable skills students need for success beyond school, such as creativity, collaboration, and empathy.
“Summer is an opportunity for growth in areas that aren’t academic,” Kuhfeld said. “There’s value in talking about how kids can continue reading and math during the summer, but it’s also a time for building independence and other life skills. Summer shouldn’t look just like school.”
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
Achievement discrepancies among U.S. students remain persistent and troubling–despite decades of targeted interventions and whole-school improvement programs. To make real gains, teachers need to address the underlying problem: the critical thinking gap.
Focusing on core cognitive skills sets students up for success throughout their academic careers. These five critical thinking strategies can help.
Why focus on critical thinking?
Most academic interventions focus on core knowledge and basic skills: Let’s practice two-digit addition. Review the parts of the cell. Learn these vocabulary words. Read these passages for fluency. These kinds of exercises can help students make marginal gains in reading, math, and general content knowledge, but they don’t address the root of the problem: learning how to think and how to learn.
Growingevidencepoints to the role of critical thinking in educational achievement. Students need to activate higher-order thinking skills and metacognition to effectively master and retain new content knowledge, synthesize it with prior knowledge, and apply it to new scenarios and domains. However, most students are not explicitly taught how to do this.
Colin Seale, author of Thinking Like a Lawyer: A Framework for Teaching Critical Thinking to All Students (Prufrock Press, 2020), noted in an interview with ASCD: “When you start to look at how critical thinking looks in practice in K–12 classrooms, it’s often being treated as a luxury good. You’ll see critical thinking in an after-school mock trial program, or for an honors program that serves 8 percent of the school population, or for the special debate team or the selective entry school.”
Teaching students how to activate critical thinking and metacognition will enable them to learn more efficiently and effectively. Fortunately, that can be done within the context of the existing curriculum. Here are some ways teachers can get started:
1. Integrate critical thinking with content
Critical thinking should not be something that is separate from and on top of everything else teachers are doing in the classroom. For best results, it should be fully integrated with the content that is being taught. Think about the standards you are teaching to. Most will have both a content knowledge component and a thinking component. For example, if the standard requires students to understand the causes of the Revolutionary War, they need to know specific content, but they also need to understand cause-and-effect thinking. Teachers can help students by explicitly calling out the type of thinking required–e.g., defining, classifying, part-to-whole relationships, sequencing, etc.–and making sure students know what that kind of thinking looks like.
2. Give students a framework for thinking
Once students understand the type of thinking required, they need a framework to support it. A visual framework supports the development of critical thinking skills. Making thinking visible and concrete helps students activate the type of thinking required by the task and organize their ideas effectively. While there are tons of graphic organizers out there, it’s most beneficial to have a consistent framework for thinking that spans grade levels and content areas. This supports the growth of automaticity in activating cognitive skills.
3. Make learning active
Models such as project-based learning and inquiry learning have been demonstrated to improve learning outcomes. But you don’t have to upend your entire curriculum or implement a complicated model to make learning more active. Building in time for debate and discussion and collaborative learning activities are simple ways to make learning more active and engaging. For example, students can work together to construct meaning using a thinking map. Look for learning activities that require students to go beyond simple recitation of facts and engage deeply with the content as they solve a problem, develop and defend a point of view, or create something original.
4. Ask better questions–and teach students to ask their own
Increasing the rigor of the questions we are asking is another way to support critical thinking. That means asking questions that go beyond basic knowledge and comprehension to require higher-order thinking skills such as application, analysis, synthesis, and evaluation. (See some examples in the image below.) Even better, teach students how to ask their own questions. After introducing new content, for example, pause for a class brainstorming session where students come up with as many questions as they can, including basic clarification questions and higher-order “why,” “what if,” and ‘what else” kinds of questions. Then, students can work together to start answering some of these questions using the active learning methods above.
5. Get metacognitive
One important aspect of critical thinking is metacognition, or “thinking about one’s own thinking.” Students who are skilled in metacognition are able to recognize how well they understand a concept, where they need extra help or support, and how to apply and adjust learning strategies. Metacognitive skills include planning for learning, monitoring understanding, and evaluating the learning process. Like fundamental cognitive skills such as cause-and-effect or sequencing, metacognitive skills can also be explicitly taught. The questions in the Tree Maps below can help teachers get started.
These essential strategies can be applied across all grades and content areas. When we help students develop fundamental cognitive and metacognitive skills, learning becomes easier–and a lot more fun.
Sarah McNeil, Thinking Maps
Sarah McNeil is vice president of professional development at Thinking Maps.
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It’s House of R, mon amis. Mal and Jo are here to give you their thoughts on the season finale, and the season as a whole, of the highly regarded X-Men ’97 (00:00), and what their hopes for the new season may be!
Be sure to check out tickets for the Ringer Residency in Los Angeles this summer!
Hosts: Mallory Rubin and Joanna Robinson Senior Producer: Steve Ahlman Additional Production: Arjuna Ramgopal Social: Jomi Adeniran
Last week, the Missouri Department of Elementary and Secondary Education (DESE), in partnership with SAS, launched the Missouri Data Visualization Tool (MO DVT), a web-based application that offers easy-to-use reports and analysis on academic performance, including achievement and growth data aggregated by subject, year, and grade. MO DVT was created in response to stakeholder questions about interpreting and using Missouri Growth Model data.
I was able to get into the weeds with Missouri Commissioner of Education Margie Vandeven & Dr. John White, VP of SAS Education Visualization and Analytics Solutions (EVAAS) to discuss the genesis and strategic goals of the MO DVT, the integration with Missouri’s broader educational strategies, and how quality data is improving decision-making in Missouri schools.
According to both Margie and John, the tool allows educators to access longitudinal data on student performance, track progress over time, and identify areas for improvement. It provides insights at both individual student and group levels, enabling teachers to tailor instruction to meet diverse student needs. Additionally, it supports decision-making at the policy level by analyzing academic impacts, such as the effectiveness of a four-day school week.
By actually using the wealth of available data, the emphasis is now on translating it into meaningful insights to drive improvements in teaching and learning. The goal is to foster a culture of continuous improvement and empower educators with the tools needed to support student success.
Some highlights of the conversation:
Actionable Data for Teachers: The program aims to make growth data actionable for teachers, moving beyond using it solely for accountability purposes to inform classroom instruction and support individual student needs effectively.
Privacy and Security: Measures are in place to ensure data privacy and security, with access restricted to authorized personnel and adherence to regulations like FERPA.
Longitudinal Tracking: Educators can track student progress over time, analyze historical data, and make projections for future performance, enabling targeted interventions and support.
Group-Level Insights: The tool provides insights at both individual student and group levels, allowing educators to identify trends, disparities, and best practices among different student populations.
Policy-Level Decision Making: The program supports policy-level decision-making by analyzing academic impacts, such as the effectiveness of initiatives like the four-day school week, to inform future strategies and interventions.
Promotion of Data Literacy: Educators are encouraged to engage with the data to understand student performance trends, measure growth, and identify areas for improvement, fostering a culture of data-driven decision-making in education.
Continuous Improvement: The overarching goal is to foster a culture of continuous improvement in education, leveraging data insights to drive positive outcomes for students and empower educators with the tools and knowledge needed for success.
Below is a machine-generated transcript of the recording:
Transcript
00:00:04 Speaker 1
OK, great. Thanks so much for joining me today. I really appreciate your time. I know you’re busy. Lots of news. Let’s jump right into it. Doctor, maybe you can start by just talking about the program where it began. How long has it been in process to where we’ve gotten to the point now that it’s an active tool for your users?
00:00:23 Speaker 2
So in the state of Missouri, we have a history of of using growth data to inform our accountability decisions. But what we’re doing now is moving to a step further to to not just let it inform accountability policy decision making at the state level, but really making the data actionable for our teachers in the classroom.
00:00:45 Speaker 2
And that’s really where it’s at. We know that’s that’s what helps improve and performance for our students is when we can actually take data and make it an A usable, actionable place for our teachers.
00:00:59 Speaker 1
Yeah. And John, I know you’ve been working in this field for a long time. It used to be, at least when it came to our readers and listeners over the years that sometimes data would be seen as a dirty word, a little bit of a boogeyman, especially when you would get down to the teacher level, many of whom consider themselves.
00:01:19 Speaker 1
Artists, not necessarily scientists when it comes to their kids and how to teach their kids. I think a lot of that has changed, but I think there’s still some remnants of it. Maybe you could talk a little bit about how you see.
00:01:32 Speaker 1
The these tools and I think would support when when Doctor mentioned that it is for the teachers, not necessarily for the the Superintendent or the principal, right.
00:01:42 Speaker 3
Yeah, that’s right. So what this tool really allows is for people to see longitudinal data over time at the student level, track the progress of students through all the way starting from 3rd grade all the way through whatever grade they may be sitting in in that year with what, what teacher that.
00:02:02 Speaker 3
Maybe teaching them at that time?
00:02:05 Speaker 3
So allowing a teacher to have access to how much growth a student made in previous years and in the most recent year can be really helpful in trying to understand what may be best for an individual student. Now the data not only is available at the student by student level, but also aggregated.
00:02:24 Speaker 3
At the group level, maybe for schools and for Elias, so schools and Elias can reflect on trends in growth data to see if they implemented different strategies in previous years. What may have worked best to help make the most growth possible with the different groups of students.
00:02:42
Yeah.
00:02:43 Speaker 1
So and I I mentioned the cut of the data is a dirty word and sometimes seen as a boogeyman and one of the big reasons for that over the years has been the the worry about student privacy, right. And data privacy and the use of that. Maybe you could talk about how this solution is able to kind of distinguish between you’re talking about getting that at the granular level with a particular.
00:03:05 Speaker 1
Student. I’ll assume that there is protections in there in terms of that data when it comes to not only test scores, but maybe ISP’s or behavioral sort of data.
00:03:17
Yes.
00:03:17 Speaker 3
That’s absolutely right. So what the system is, is there is a public site access, but that available that data is only available in the aggregate level at the school in LA kind of aggregated level. But you have to have login credentials for any individual access to get into the system and see individual student level.
00:03:38 Speaker 3
You can.
00:03:39 Speaker 3
Then you know it would be dependent upon the school in which a an educator is at, for what individual students that they are able to access and see data for. So we certainly follow all the security standards and requirements as well as legislation like FERPA to make sure that only the.
00:03:59 Speaker 3
Appropriate individual educators have access to the appropriate student level.
00:04:05 Speaker 2
Yeah. And I’ll just, I’ll just piggyback on that. I think that’s probably the very first thing we.
00:04:09 Speaker 2
Need to assure.
00:04:10 Speaker 2
Everyone of is that this is always protected data to the highest level that we can ensure that our our parents are counting on that. We certainly make sure that all those protocols are in place.
00:04:22 Speaker 1
Yeah. Can you paint me?
00:04:24 Speaker 1
A little bit of kind of a.
00:04:25 Speaker 1
Day in the life.
00:04:26 Speaker 1
When it comes to the use of this, especially when you’re talking about maybe a teacher, I mean just kind of walk through the day is this, is this still intended to be used on a daily basis or on something maybe at the end of the quarter when they’re compiling grades? Can you give me some real world examples of of how you intend it to be?
00:04:46 Speaker 2
Well, I’ll, I’ll speak from the day in the life of of us at a policy level and then try to bring it down to the, to the teacher level. So again these the the particular model that we are currently using is is still dependent upon that end of the year State assessment data that we get that.
00:05:04 Speaker 2
Has historically been important, but sometimes falling a little flat, and here’s what I.
00:05:09 Speaker 2
Mean by that, if we.
00:05:10 Speaker 2
Focus solely on the proficient score. Like if we just look at where a child scores on the proficient level, then that becomes the target for teachers or for parents or for the students even. And what we’ve learned over I think over since the implementation, particularly of NCLB.
00:05:30 Speaker 2
Over a decade ago is, if you focus just on proficiency, you can lose sight of kids on both ends of of that spectrum there. So those kids that are really scoring.
00:05:40 Speaker 2
Well, sometimes can be that they’re going to score proficient no matter what this is. This is a value added model that says for all kids, even those highest performing, how do we make sure that we are driving improvement at every level. So all those kids get get paid very close attention to and all teachers pay attention to every kid.
00:06:01 Speaker 2
Don’t get me wrong, they certainly do. But I’m talking about from the.
00:06:04 Speaker 2
State level when?
00:06:05 Speaker 2
We used to hear a term that.
00:06:10 Speaker 2
Sometimes teachers or school districts would refer to as our bubble kids, like kids who are just about to get over one level into proficiency, and what the growth model does, it says, hey, let’s pay attention to every single child on that roster and let’s see how far whether they’re well below proficiency. And we’re going to move them towards that or whether they’re.
00:06:30 Speaker 2
Well above proficiency, and we’re going to continue to make sure that we’re pushing those highest.
00:06:36 Speaker 2
Achievers, even higher. So for us at the state level, that’s how I like to look at that data and say we are paying attention to every single child. Now how does the teacher take that data then? There, I’m going to let John speak to that a little bit more too. But as a teacher, you want to know who am I most effective with in the classroom? I really moving performance.
00:06:56 Speaker 2
For all kids? Or am I able to step back and say, gosh, I wonder what was?
00:07:00 Speaker 2
Happening with with this group of students that I that I as a teacher, didn’t have as much value. Add to that learning opportunity for those kids because we want to be successful with with all students. And then you add a few more tools to that toolbox. But I I wouldn’t say that that the initial results are a day-to-day operational piece because.
00:07:21 Speaker 2
We are still we we depend on that state state assessment that we get annually to to talk about what’s happening gives us great power at the.
00:07:33 Speaker 2
State Board of Education level or others when we can say which schools really are serving various populations of students and still showing tremendous growth and that’s that. Then you can say what are they doing because we have a like population over here who we’d like to see those kinds of results to. Can we connect those two?
00:07:53 Speaker 2
Schools can we connect those two districts to say, what’s happening at all in the spirit of of improvement and serving our kids better?
00:08:04 Speaker 3
Yeah. So, so I’ll just add a.
00:08:05 Speaker 3
Couple of thoughts here.
00:08:09 Speaker 3
As an educator goes into the system at the individual student level, they would be able to see all of the prior student testing history of that student. So as the Commissioner said, each and every year with new state assessment data, that data would be up loaded into the system and so there would be new assessments.
00:08:26 Speaker 3
Available annually in that system, but to your earlier point point Kevin about security and access throughout the year, students may move from one building to another, and so the system has to be updated to make sure that as students move around the state and move into different buildings, that the permissions and security are updated so that.
00:08:47 Speaker 3
And educator can gain access to the student level data for students sitting in their classroom at that moment. So that’s something that.
00:08:55 Speaker 3
Because get updated throughout the year now within the system, as the Commissioner was saying, so an individual educator can see all of the testing history and math and reading and and all the various subjects on the state assessment system, they can look at how much growth is being made by that student in years past.
00:09:15 Speaker 3
They can also look forward.
00:09:18 Speaker 3
More proactively to get a likelihood of success on a future assessment, so they may be seeing a student in their classroom and we may be saying something like based on all the prior testing data of that individual student and the average experience that you may see, this student has a 70%.
00:09:38 Speaker 3
Chance of being proficient, let’s say, on.
00:09:41 Speaker 3
On their next grade level assessment, they haven’t taken. So as they are administering kind of interim assessments throughout the year to gauge where that student is, they can reflect back on that projection probability to see if that student seems to be on track throughout the year.
00:09:58 Speaker 3
Also, when you aggregate this data up a level, you can see the amount of growth that students were making. Let’s say that were in the lowest achievement group or the highest achievement group. You can disaggregate the student level data into different types of student groups such as.
00:10:15 Speaker 3
Your higher poverty student groups versus lower poverty or English learners versus non-english learners, just to see if.
00:10:24 Speaker 3
An individual group or a certain subject in grade you are making more growth with certain types of students. For example, one group of teachers within fifth grade math might be doing really well with their highest achieving students, but not as well with their lowest achieving students. Or maybe vice versa, so they can reflect on those practices and see.
00:10:44 Speaker 3
You know what can we do a little bit differently with our lowest achieving students to make sure that they’re able to make as much growth and progress as we’re making with some of the other students. And then there’s a lot of comparative features too, that allow a school to see the amount of growth that another school may be making. That’s of a similar.
00:11:05 Speaker 3
On a student group, so they may have similar groups of students within their building or a similar makeup of students within their building their achievement level so they can find another school and locate them to maybe again just share best practices or try to understand a little better of what they may be doing differently that’s having more or less success.
00:11:25 Speaker 3
With their students.
00:11:27 Speaker 1
Yeah, that seems that the idea of sharing best practices is something that is is really strong and when you have the numbers to back it up, it just it makes it that much more powerful. I know that there’s been other at the state level, you know, initiatives such as the, the, the four day school week that has has gone back and forth. Can you talk a little bit about how this sort of data?
00:11:47 Speaker 1
Was able to kind of reinforce some of those ideas.
00:11:53 Speaker 2
Well, I’m going to start off with just talking about what we were trying to garner from the study itself and then I’ll let John speak to how they were able to to do that for us. And so for us in the state of Missouri, again, we have had the option of a four day school week for quite some time now for probably just over a decade that legislation.
00:12:13 Speaker 2
Changed back in a time when it was, it was really to try to address fuel, fuel charges and you know, busting issues and that sort of thing it was. Can we save money?
00:12:26 Speaker 2
And well, that really didn’t come to great fruition. We found out that it wasn’t really a great cost saving metric for it. So a lot of districts did not go to the four day school week. What what we’re seeing now is that a number of our districts are finding it to be what they see as an effective teacher recruitment and retention.
00:12:46 Speaker 2
Strategy. So we had a large number of our districts sort of what what I call the domino effect you you have one district start here and then the neighboring districts start to to follow suit because they’re trying to pull from the same pool pool of teachers.
00:13:02 Speaker 2
And so the statute does give the Department of Elementary and Secondary Education the authority to really look at what is the academic impact of that four day school week.
00:13:11 Speaker 2
And should they?
00:13:11 Speaker 2
Keep that option in place, so that was.
00:13:14 Speaker 2
Our very, very.
00:13:15 Speaker 2
First question is to look at again, going back to the sort of value add concept, does it add value to go to a four day or does the five day?
00:13:23 Speaker 2
And how do?
00:13:24 Speaker 2
We measure that. So that’s when we called upon Sass to say, could we look at the growth data to help inform that academic?
00:13:31 Speaker 2
Side I’ll let John speak to that, but just as a data person, you’ll you’ll know and understand that that only became the the first layer of the onion peel. Once we started talking about academics, then people want to know, well, did it impact attendance? Does it really successfully recruit and doesn’t help retain your teachers?
00:13:48 Speaker 2
What are the?
00:13:49 Speaker 2
How do the families feel about it? What is the social implication? Who’s feeding the kids?
00:13:53 Speaker 2
And there’s a million questions that follow. So I like to be very specific that our request to Sass was to really help us to understand academic impact. And John, I’ll toss it to you now to talk about how that study was done.
00:14:09 Speaker 3
Yeah. So all of our work with the state of Missouri has been around using longitudinal student level data.
00:14:15 Speaker 3
And so we have a lot of information over time at the student level for all of the students in the state on these statewide assessments. And So what that allowed us to do with this particular research question is follow the achievement levels of school districts over time then to.
00:14:35 Speaker 3
Identify where that school district may have made a change to a four day.
00:14:39 Speaker 3
Full week and to see if using their own prior data as kind of a control. Did they have some type of significant impact when they moved to a four day school week on their achievement information and we were able to look at that for all the school districts given they moved at maybe a different point in time to that.
00:14:59 Speaker 3
Four day school week, not only did we look at just kind of generally how high achieving.
00:15:05 Speaker 3
Were they, and how much did that change when they moved to a?
00:15:08 Speaker 3
Four day school.
00:15:08 Speaker 3
Week.
00:15:10 Speaker 3
But we also looked at their growth data, so growth data being a little bit different. You know how much growth are they making with students given all of the prior achievement levels of their students? And did the amount of growth that those school districts did that?
00:15:25 Speaker 3
Amount changed from the point prior to after them moving to that four day school week, and the answer was there was there was really no significant up or down movement in both the achievement or growth data when school districts moved over to that four day school week.
00:15:43 Speaker 3
So we have we didn’t.
00:15:45 Speaker 3
Find anything in terms of a a significant change in those academic indicators.
00:15:50 Speaker 3
As the Commissioner was mentioning.
00:15:52 Speaker 1
Interesting. Well, so now that UM, this tool is launched and is in use, what’s next I.
00:16:00 Speaker 1
Mean what are are there?
00:16:01 Speaker 1
Hopes and goals that maybe some.
00:16:05 Speaker 1
Not some surprises, but some. Some new ideas on which you guys can use this data to further improve the student experience.
00:16:16 Speaker 2
Well for me.
00:16:17 Speaker 2
For me again at the state level, I’m just really happy to hear the feedback from the school districts who are understanding and using the tool for so long.
00:16:25 Speaker 2
They’ve been giving them a score and a score without information is a score, right? Like it doesn’t really. And we understand that and recognize that it doesn’t help inform the next steps.
00:16:39 Speaker 2
Or the school district or the teacher. We think this putting this tool in the hands of our school districts allows them again to to move beyond. Just looking at a report card and saying, OK, how do I, how do I transform some of the work that needs to take place here? And again that.
00:16:59 Speaker 2
Can’t always happen on one year. You want to look at multiple trend data. You want to look at what’s happening in your school, in your environment.
00:17:05 Speaker 2
And and what the data are telling you, but that’s that’s how I see it is is again that it was coming from the the school districts who were really asking us for assistance. How do I get better? How do I how do I move the needle here. And so how you do that is by making sure we’re reaching every single child in the best way that we can.
00:17:26 Speaker 2
Right. So to me, that’s exciting. I’m. I’m excited to see what we’ll be able to do.
00:17:31 Speaker 2
And and and garner from more information we I’ll just wrap up with this statement. You’ve heard it a million times. If you’re in the data world, but it is just true when you’re data rich and information poor, that’s a challenge, right? We have a ton of data. So what are we doing with it and how do we use that information?
00:17:51 Speaker 2
For the betterment of our kids.
00:17:54 Speaker 1
Yeah. And John, any last thoughts?
00:17:56 Speaker 3
Yeah, we’re. I’m just really excited. I’m we’re. We’re really proud to be working with the state of Missouri on making this information more accessible and being able to put it into the hands of educators. I think that, you know, when they can actually see this information, they can find it very they they will find it very intuitive.
00:18:15 Speaker 3
They will be able to.
00:18:16 Speaker 3
Look at the data at the individual student level.
00:18:19 Speaker 3
You will.
00:18:20 Speaker 3
Start to help them seek and why measuring growth is so useful and valuable.
00:18:25 Speaker 3
And just we’re really excited to just help promote the usage of this and see where it goes.
00:18:30 Speaker 1
Well, congratulations on your work and know it’s going to have a huge impact for the the students in the state of Missouri and hopefully sharing these insights will help inspire some of our readers and listeners to maybe put a little pressure on their own state governments to get their their data house in order. So thanks again for your time. I really appreciate it.
00:18:49 Speaker 2
Thank you.
00:18:50 Speaker 3
Thank you so much.
Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at KevinHogan@eschoolnews.com
Phenix City, Ala.— Phenix City Schools have marked a significant achievement at the Alabama State JR/SR Beta Convention, with students securing 51 top placements, a testament to the district’s quality of education and student dedication. The Beta Club, emphasizing leadership and service, saw over 100 members from Phenix City compete and succeed in one of the nation’s largest junior conventions and a highly competitive senior convention.
This accomplishment comes when educational excellence and community service are more important than ever. “Our students have worked tirelessly, and their success at the state convention clearly indicates their hard work, talent, and the strong support system provided by our schools,” Dr. Weber remarked.
The achievement of Phenix City Schools at the Beta Convention is not just a win for the district but a shining example of educational excellence in Alabama. As these students prepare for the national convention, they carry with them the pride and support of the entire state.
The state is encouraged to rally behind these young leaders, who are achieving academically and actively involved in serving and improving their communities. This story is a beacon of hope and a showcase of the potential within our educational institutions to foster future leaders.
Through this achievement, Phoenix City Schools underscores the importance of supporting educational programs that cultivate leadership, character, and service among students, preparing them for successful futures.
About PCS Phenix City Schools offers a complete, one-of-a-kind education for all students, preschool through 12th grade. Its goal is to prepare all students for a career and/or college through inquiry-based pedagogy, innovative resources, and a learning environment with immediate and future societal impact.
1212 9th Ave, Phenix City, AL 36868 PO Box 460 | 334-298-0534 | www.pcboe.net
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
The Council of Administrators of Special Education (CASE) has re-endorsed Classworks® for an additional three years. The CASE Executive Committee designated the award-winning platform as a CASE-endorsed product that delivers high-quality assessment and instructional resources to special education teachers and students.
CASE has recognized Classworks as a tool that “successfully addresses the inherent challenges of special education,” since 2010. This month, CASE re-endorsed Classworks as a top-tier special education resource through 2027. Every three years, the platform undergoes a rigorous evaluation by the CASE Executive Committee. As part of the review process, CASE considers the impact on achievement for special education students as well as any new enhancements. In addition to the tremendous impact Classworks has on special education students, two significant product changes were made:
Classworks released a new student experience focused on student ownership over their learning and growth
Dyslexia and Dyscalculia indicators were added to the screener assessments
These and several other new Classworks enhancements answer the imminent need in the marketplace for comprehensive, valid and reliable programs that simplify processes for special education teachers, and provide a more engaging and motivating experience for students.
“Our special education teachers are dedicated to creating high-quality IEPs customized to each student’s areas of need. However, that process can be cumbersome without the right data and tools. Classworks data is easy to understand and gives us exactly what we need to create meaningful goals,” states Katrina Jackson, director of special education, Montgomery Public Schools, Alabama. “Teachers are thrilled that they have reliable data and documentation. Classworks has cut their IEP writing time in half!”
With Classworks, educators have access to assessments to identify present levels of performance and develop ambitious annual goals, progress monitoring to measure and document progress toward goals, and evidence-based, individualized, Specially Designed Instruction (SDI) to help students achieve their IEP goals. Classworks screener and progress monitoring assessments are validated by the National Center on Intensive Intervention (NCII). Learn more.
About Classworks
Classworks leverages technology and evidence-based learning practices to transform how school districts support students’ academic, social-emotional, and behavioral needs. Our CASE-endorsed, comprehensive Special Education and Multi-Tiered System of Supports (MTSS) solution includes academic screeners, math and reading interventions, specially designed instruction, progress monitoring, and powerful data. Classworks Universal Screener and Progress Monitoring Assessments are validated by the National Center on Intensive Intervention (NCII).
About The Council Of Administrators Of Special Education
The Council of Administrators of Special Education (CASE) is an international professional educational organization affiliated with the Council for Exceptional Children (CEC). Members are dedicated to enhancing the worth, dignity, potential, and uniqueness of each individual in society. The mission of CASE is to provide leadership and support to members by shaping policies and practices that impact the quality of education. For more information, visit www.casecec.org.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
SAN JOSE – Since the launch of Ignite Reading’s partnership with Alpha: José Hernández School in November, the organization announced today that students participating in the virtual, one-to-one literacy tutoring program have recorded an average of nearly three weeks of reading progress per week of tutoring instruction, with no achievement gaps for students of color, students with IEPs, multilingual learners, or students receiving free or reduced-price lunches. Ignite Reading officials joined school leaders and students at Alpha: José Hernández today to showcase the nationally recognized program. The demonstration was followed by a Q&A session and panel discussion.
Ignite Reading is currently serving 100 students in grades 3 through 5 at Alpha: José Hernández School. They are currently accelerating at a growth rate of 2.8 weeks of reading skills per week of instruction.
“Ensuring all students are prepared for success in life is an equity issue. Reading can open doors or close students out of opportunities. Bringing tutoring into our school day through Ignite Reading’s tutoring program is showing early success that we’re planning to build on in the months to come,” said Alpha Public Schools CEO Shara Hegde.
Ignite Reading pairs students with expert tutors who deliver daily, 15-minute, Science of Reading-based instruction to help them master the key foundational skills that equip them to become independent readers.The one-to-one virtual program is integrated into the school day and takes some of the burden off teachers by providing individualized instruction for every student.
The company is now teaching thousands of students to read across 13 states with further plans to expand nationwide. In addition to California, Ignite Reading is partnering with schools and districts to serve thousands of students in Arkansas, Colorado, Indiana, Massachusetts, Mississippi, New Jersey, New York, North Carolina, Oregon, Pennsylvania, Texas, and Virginia this year.
“We’re excited to expand our partnership with Alpha Public Schools to help more San Jose students enhance their reading skills. Through Ignite Reading’s individualized tutoring, students are making significant progress, gaining nearly three weeks’ worth of reading skills for every program week. The positive influence on their social-emotional development is also notable. It’s an honor to continue supporting the incredible local students, families, and educators in San Jose,” said JessicaReid Sliwerski, Founder & CEO of Ignite Reading.
About Ignite Reading
Ignite Reading’s mission is to ensure that every student is a confident, independent reader by the end of first grade. The organization was co-founded by CEO Jessica Reid Sliwerski and Evan Marwell, Executive Chairman of Ignite and CEO of EducationSuperHighway. Ignite Reading pairs schools with a dedicated literacy specialist and a team of virtual reading tutors, all highly trained in the Science of Reading, who deliver 1:1 daily instruction to students focused on their specific decoding gaps. Ignite’s data-driven approach, provided by caring and skilled tutors, gives kids the know-how and confidence they need to thrive as fluent readers. The Ignite Reading program, delivered 15 minutes per day during a school’s literacy block, takes the burden of differentiated instruction off of teachers and has an impact immediately. For more information about Ignite Reading, visit: www.ignite-reading.com
About Alpha Public Schools
Alpha Public Schools is a network of four public charter schools founded by a group of East San Jose parents committed to creating access to an outstanding education for their children. An Alpha education prepares students in TK through 12th grade for success in college and career.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Boston – Although reports reveal that U.S. students’ general academic performance still trails behind pre-pandemic rates, students taking VHS Learning’s high-quality, teacher-led online classes have maintained a consistent high level of achievement before, during, and after the pandemic. During the 2022-23 academic year, 91% of students who completed their VHS Learning’s online course did so with a passing grade. This is the fourth consecutive year that VHS Learning students have attained an average pass rate of 91%.
Students who took VHS Learning courses in the summer for credit recovery surpassed last year’s performance. In 2023, those students who previously failed a course and retook it in the summer with VHS Learning had an average pass rate of 80%, up from 75% in 2022. Students must achieve a final grade of 60 or higher to pass their courses.
In the 27 years that VHS Learning has been providing supplemental online high school classes, it has earned a reputation for its high standard of educational quality that keeps schools and students coming back. In the 2022-2023 academic year, VHS Learning had 16,927 course enrollments by students from more than 520 partner schools. Last year, 92% of schools previously utilizing the program continued their participation into the 2022-2023 school year. Further,90% of administrators and 90% of site coordinators who manage the VHS Learning program at their schoolsaid they were satisfied or very satisfied with their school’s VHS Learning experience.
“Our pass rates and retention and satisfaction rates reflect the quality of our program and our high standards for teaching. All VHS Learning teachers must successfully complete our graduate-level Online Teaching Methodologies (OTM) training program prior to teaching a VHS Learning online course. This comprehensive training helps teachers learn the best practices for online teaching and learning,” said Carol DeFuria, President & CEO of VHS Learning. “Our teachers are also high school certified in their subject areas, with 81% possessing a master’s degree or higher. Our teachers and staff are dedicated to helping students succeed and have opportunities that would otherwise be unable to them.”
VHS Learning partners with schools and districts to help them expand their course offerings, and also works directly with families who want to enroll students in classes individually. With more than 200 unique online courses, including 29 Advanced Placement® (AP) courses, the helps schools give students additional course and scheduling choices.
About VHS Learning
VHS Learning is a nonprofit organization with almost 30 years of experience providing world-class online programs to students and schools everywhere. More than 500 schools around the world take advantage of VHS Learning’s 200+ online high school courses — including 29 AP® courses, credit recovery, and enrichment courses — to expand their programs of study. VHS Learning is accredited by Middle States Association Commission on Elementary and Secondary Schools (MSA-CESS) and the Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS WASC). Courses are approved for initial eligibility by NCAA. For more information about VHS Learning please visit https://www.vhslearning.org/ and follow on Twitter at @VHSLearning.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Back in early 2020, educators and students nationwide were living in a fast-paced world full of choices, adjustments, and constant changes. But in March of that year, everything changed. Our district, like so many across the country, was forced to re-imagine what learning looked like. Under the great leadership of Dr. Shawn Foster, the Orangeburg County School District Superintendent, my school district had an active plan of action to ensure continuity of learning for all students.
While we move further away from day-to-day impacts of the COVID pandemic, in some ways it is still with us. Although all members of the team worked hard to maintain continuity of learning during the pandemic, COVID has left our students’ reading and math skills in a state of emergency. Today, our challenge is to empower, encourage, equip, and support our teachers and students as they recover the learning lost during the pandemic.
To support the success of all students in the post pandemic world and to address the state of emergency in our students’ reading and math skills, our district has reviewed its edtech resources. We’ve decided to keep those that are proven effective in helping our students regain lost learning. Here are the tools we kept:
Waterford.org provides parents and educators with a variety of resources supporting young learners. From its powerful PK-2 early literacy curriculum to its math literacy tools to their many professional learning opportunities, Waterford.org offers helps teachers and parents’ partner on supporting the developing literacy and math skills of elementary school students.
Through the South Carolina Department of Education’s Instructional Hub, my school system and school systems across the state have no-cost access to Discovery Education Experience. The wide array of digital resources now available to me help me better differentiate instruction and provide learners of all levels the appropriate resources for improving their math and literacy scores. The high-quality resources offered by Discovery Education also nurture my students’ natural curiosity, making it the perfect tool for improving student engagement.
Eureka Math is also an important component in our efforts to boost student success in math. It features a spiraled curriculum that builds upon each lesson daily. As Eureka Math focuses on key concepts that layer over time, students gain an enduring body of math knowledge, not just a discrete set of skills. Plus, because students use the same models and problem-solving methods from grade to grade, math concepts stay with them, year after year.
Alongside Eureka Math, we use i-Ready. A connected system of assessments and learning resources, i-Ready provides educators like me not only a deeper understand of what my students know and do not know, but also a host of resources that help me remediate where needed and provide student enrich for students operating above grade level.
To provide teachers even more insight into our students’ understanding of core concepts, my school system is now combining i-Ready and Mastery Connect to implement mini-assessments that allow us to target support in identified areas even faster than before. The insights gleaned from these mini assessments help identify areas needing additional help very quickly, allowing me to adjust teaching and provide students more individual support.
Augmenting all these resources are resources from a number of nonprofit providers, such as the Save the Children Foundation and the 21st Century After School Program. This content provides after-school caregivers with additional tools to help students continue learning after the last bell.
As much as we’d like to think we’ve moved on from the COVID pandemic, the fact is that we will be grappling with its aftermath for a long time. Thankfully, the district I am proud to serve in—Orangeburg School District in South Carolina—is dedicated to ensuring all students discover and develop their person, purpose, and platform through high-quality educational experiences. They are putting their money where their mouth is by making sure educators have the tools needed to overcome our current state of emergency. I believe these resources, when in the hands of my innovative colleagues, will get the job done!
Dr. Vickel Darby, Coordinator of Early Learning and Instructional Technology, Orangeburg County School District
Dr. Vickel Darby is the Coordinator of Early Learning and Instructional Technology in South Carolina’s Orangeburg County School District.
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Dr. Vickel Darby, Coordinator of Early Learning and Instructional Technology, Orangeburg County School District
BALTIMORE, Maryland — IXL Learning, developer of personalized learning products used by millions of people globally, has unveiled the findings of a Johns Hopkins University study that affirms IXL Math’s effectiveness in boosting student achievement. The evaluation of IXL Math’s impact meets the required rigor of Every Student Succeeds Act (ESSA) Tier 1 and What Works Clearinghouse standards for evidence-based interventions.
The Center for Research and Reform in Education (CRRE) at Johns Hopkins University conducted an independent, randomized control trial in Spring 2023 at Holland Public Schools in Michigan. The goal of the study was to determine IXL Math’s efficacy on students in grades 3-5. Half of the classrooms were assigned to the treatment group and used IXL Math to supplement instruction, while the remaining students continued learning as usual.
Students in IXL classrooms surpassed their control group peers: IXL Math students significantly outperformed the control group by an average of 10 points on the Star Math assessment.
Underserved students achieved larger gains: Improved math performance was particularly pronounced among Hispanic, Special Education, English Language Learner, and FARMS (Free and Reduced Meal Program) student populations, with gains ranging from 13 to 17 points.
A positive correlation between usage and achievement: IXL Math usage was significantly correlated with student performance on the Star Math and M-STEP assessments.
Teachers overwhelmingly praised their IXL implementation: Approximately 90% of teachers reported that their implementation of IXL was successful and had a meaningful impact on instruction. The initial professional development provided by IXL was particularly valuable, according to teachers.
“We are proud that this expert-led study clearly confirms IXL’s positive impact on math achievement and places it within ESSA’s highest tier of efficacy,” said Bo Bashkov, Manager of Research at IXL Learning. “A compelling body of evidence from previous studies spanning 70,000 schools throughout the United States shows a remarkable pattern: Schools utilizing IXL consistently outperform those using other solutions. This new report corroborates existing findings and further underscores that IXL empowers students and teachers to achieve greater success.”
Visit our research page for more information about IXL’s studies.
How IXL helps students succeed in math
IXL Math is an adaptive program that is proven to help students master essential skills. In fact, studies show that schools using IXL Math consistently outperform others, ranking as much as 15 percentile points higher on state assessments. In addition to helping schools and students succeed academically, IXL can uncover hidden obstacles to learning, increase teacher engagement, develop students’ intrinsic motivation to learn, and more.
Comprehensive curriculum for deeper learning
With more than 4,900 standards-aligned skills, IXL Math’s K-12 curriculum promotes rigor by helping students develop a conceptual understanding of math, build procedural fluency, and tackle challenging problems that have real-world applications. Each skill is adaptive, adjusting in difficulty to ensure students are perfectly challenged. Based on students’ previous work, IXL generates personalized recommendations in real time that guide learners to skills that will help them make the most progress.
IXL now also provides a groundbreaking curriculum, Takeoff by IXL Math™, to deliver core instruction and help teachers differentiate a full year of daily math learning without any prior planning. The Takeoff curriculum equips teachers with everything they need to provide tailored math instruction, including lesson plans, dynamic recommendations for support and enrichment, and ready-made unit assessments. Seamlessly integrated into IXL’s personalized learning platform, these resources give students the support they need and show teachers instant insights into their progress.
Accurately assess knowledge in real time
IXL’s first-of-its-kind assessment suite, which includes the Real-Time Diagnostic and universal screener, works in concert with its math curriculum to give educators real-time insight into performance, pinpoint gaps in knowledge, and provide specific next steps to help each student grow. Additionally, IXL’s comprehensive diagnostic reports allow administrators to easily identify students across their district who are working below grade level and may need additional support.
Support and empower students at every step
Built-in instructional resources, including more than 2,700 video tutorials for Grade 2 through Precalculus skills, support students when they’re working independently and ensure they have the guidance to learn with confidence.
Provide teachers the insights that they need
IXL Analytics provides teachers with real-time insights that pinpoint trouble spots and monitor performance, allowing them to respond to student needs more quickly and facilitate meaningful growth. Administrators can use IXL District Analytics and IXL School Analytics to track student progress and teacher engagement, enabling them to improve IXL’s impact on their school or district.
About IXL
Currently used by 15 million students and in 95 of the top 100 U.S. school districts, IXL is an all-inclusive educational platform that provides a comprehensive PK-12 curriculum and instructional resources, actionable analytics and a state-of-the-art assessment suite. IXL’s end-to-end teaching and learning solution supports personalized instruction in math, English language arts, science, social studies and Spanish. With more than 130 billion questions asked and answered around the world, IXL is helping schools and parents successfully boost student achievement. The IXL Learning family of products also includes Rosetta Stone, TPT, SpanishDictionary.com, inglés.com, Wyzant, Vocabulary.com, ABCya, Education.com and Emmersion. To learn more about IXL, visit www.ixl.com, facebook.com/IXL and twitter.com/IXLLearning.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Boston – VHS Learning has once again received accreditation from the Middle States Association Commissions on Elementary and Secondary Schools (MSA-CESS), a worldwide leader in accreditation and school improvement. A peer review team from Middle States member schools recommended VHS Learning for reaccreditation, and Middle States voted on the recommendation at its biannual meeting in Philadelphia. VHS Learning has been accredited by MSA-CESS since 2008.
For over 130 years, MSA-CESS has been helping school leaders establish and reach their goals, develop strategic plans, promote staff development, and advance student achievement. The institution accredits preK-12 public, private, parochial, and charter schools as well as non-degree granting career and technical post-secondary institutions and learning services providers. Receiving accreditation is a multifaceted evaluation process that schools and school systems voluntarily use to demonstrate they are meeting a defined set of research-based performance standards.
“This reaccreditation reflects VHS Learning’s commitment to supporting its school community. Accreditation by MSA-CESS is a validation of the dedication and expertise that our faculty and staff have in teaching and learning best practices,” said Carol DeFuria, President & CEO of VHS Learning. “Middle States Association Commissions on Elementary and Secondary Schools accreditation is the gold standard for measuring and advancing school improvement, and our reaccreditation shows that VHS Learning is committed to excellence and continuous improvement.”
As part of the reaccreditation process, VHS Learning conducted a self-study before the peer review team’s evaluation. That self-study involved input from the nonprofit’s leaders, teachers, parents, and students. “Collaborating with Middle States gives us valuable independent feedback on how well our program is meeting research-based performance standards,” DeFuria continued. “Our work with Middle States helps us evolve and adapt to meet the changing needs of our students and schools.”
About VHS Learning
VHS Learning is a nonprofit organization with almost 30 years of experience providing world-class online programs to students and schools everywhere. More than 500 schools around the world take advantage of VHS Learning’s 200+ online high school courses — including 29 AP® courses, credit recovery, and enrichment courses — to expand their programs of study. VHS Learning is accredited by Middle States Association Commission on Elementary and Secondary Schools (MSA-CESS) and the Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS WASC). Courses are approved for initial eligibility by NCAA. For more information about VHS Learning please visit https://www.vhslearning.org/ and follow on Twitter at @VHSLearning.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
In districts across the country, educators are continuing to support students with post-pandemic learning recovery. Many students are still reading below the level appropriate for their grade–roughly one-third of fourth graders in the United States read at or below what’s considered the basic level. And unfortunately, even before the pandemic, reading achievement has been low over the past several decades.
Districts incorporating the science of reading into their curricula are seeing improved student outcomes. However, because the science of reading refers to broad research in a variety of fields on how a child learns to read, practical applications have not yet been widely taught to educators and there is a sizeable gap between theory and action.
Educators deserve relevant professional development in research-based instructional practices to inform their classroom instruction. One example to learn from is the “Mississippi Miracle,” in which a state once ranked second to last in the U.S. for literacy saw fourth-grade reading scores rise by 10 points – even after school closures during the pandemic – due to an emphasis on explicitly teaching foundational reading skills and professional development.
To help other school leaders start replicating the success that administrators and educators experienced in Mississippi, district leaders can guide the implementation of the science of reading principles through high-quality instruction in phonological awareness, phonics, vocabulary, fluency, and comprehension. To do this effectively, it is important to align lessons with research-based practices that don’t encumber or overwhelm administrators, educators, or students.
Provide trusted resources
Educators need a consolidated source of trusted resources when making any significant classroom changes. This includes research, webinars, and other content to guide implementation.
Each state’s department of education may have guidelines, frameworks, and resources for implementing the science of reading. The U.S. Department of Education also provides resources and guidance on evidence-based practices in literacy. District leaders can supplement those guidelines with training programs that offer explicit, systematic approaches to teaching reading, or attend a webinar series from education technology partners that offers data-driven suggestions for literacy curricula.
Digital resources include Literacy Worldwide, research-based articles from the International Literacy Association (ILA), and peer-reviewed reports from journals like Reading Research Quarterly, the Journal of Educational Psychology, and the Journal of Literacy Research. The science of reading is an evolving field, so it’s essential that both administrators and teachers have the necessary resources to stay up to date with the latest research and best practices.
Choose the right classroom technologies
Supplemental classroom technology that aligns with science-based practices not only helps ease implementation of new curricula but can also tell educators where to target instruction respective to each student’s understanding.
Adaptive technology can assess students’ current literacy levels through formative, diagnostic assessments and then create personalized learning paths for each student. These real-time insights ensure students work on the specific skills they need to develop, whether it’s phonics, reading comprehension, vocabulary, or writing. Students who excel in a particular area can access more advanced content, while those struggling can receive additional support and practice. This differentiation makes certain all students are challenged at an appropriate level.
Many adaptive education platforms incorporate interactive and multimedia elements, making the learning process more engaging for students. Gamification, interactive exercises, and multimedia resources can capture students’ attention and keep them motivated to practice literacy skills.
When students experience success and progress in their literacy skills through education technology, it can boost their confidence and motivation. This built-in positive reinforcement can have a significant impact on their overall learning experience. That said, literacy and reading technology should always be chosen with the understanding that it is not meant to replace teacher-directed instruction but to complement it.
Be prepared to make strategic changes
Implementing science of reading curriculum in classrooms requires careful planning, strategic rollout, and the flexibility to make adjustments as needed. The science of reading is an evidence-based approach to teaching reading that focuses on the underlying cognitive processes involved in reading – as such, best practices are subject to change with the latest research and with anecdotal evidence from student performance.
Start by defining clear, achievable, and measurable objectives. These objectives should be aligned with your school, district, or state’s literacy goals and standards. Instead of implementing the curriculum all at once, consider a phased rollout. Districts can also consider establishing a system for teachers, students, parents, and caregivers to provide feedback on the new curriculum and spotlight necessary adjustments.
Not all students and classrooms are the same, and what works for one group may not work for another. Implementing a new curriculum takes time, and success may not be immediate. Patience and a commitment to evidence-based practices are key to ensuring that the science of reading best practices have a positive, lasting impact on students’ reading skills and motivation to learn.
Kim Wooden, Principal Product Marketing Manager, Discovery Education & Former Deputy Superintendent, Clark County School District
Kim Wooden served as Chief Student Services Officer and, subsequently, Deputy Superintendent with Clark County School District in Las Vegas, NV for 10 years. She spent 6 years serving students in higher education as an adjunct professor and other roles with the Sanford Education Center at National University. After spending some time as a senior edtech consultant, she transitioned to her current position as principal product marketing manager at Discovery Education.
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Kim Wooden, Principal Product Marketing Manager, Discovery Education & Former Deputy Superintendent, Clark County School District
Opinions expressed by Entrepreneur contributors are their own.
You might be surprised at the high percentage of high-achieving entrepreneurs, whose unique combination of traits or habits that accelerate their success early on, later find these same traits eventually become what hold them back.
They’re often the source of chronic stress, overwhelm, burnout and plateaued revenues.
So, while this combination of seemingly beneficial traits generally means you’re intelligent, driven, ambitious, hard-working, have a high work ethic and a high tolerance for stress, it may also mean you’re:
Often feeling overworked and undervalued
Constantly under pressure to deliver in tight deadlines
Surrounded by people who disappoint you and don’t meet your expectations
Apprehensive about more responsibility because you’re barely coping as is
So, while go-go-go may get you ahead in the beginning, there are dangerous consequences if you don’t get your habits in check early on. Stay there too long, and it will bleed into your relationships, health and personal life.
Here are five common harmful habit addictions we’ve observed in high-achieving entrepreneurs:
This behavior presents when you only feel “worthy” or like “enough” when you’re being productive, useful or valuable. If you’re not busy (over)achieving, you feel lazy, worthless or like you’re wasting time. You’re addicted to being busy and incapable of switching off — ever. This can impair recovery, creativity, problem-solving and long-term resilience.
2. Completion addiction
You never give yourself permission to be fully present, in the moment, at peace or in harmony with life — until ALL to-do lists are complete, all unfinished business is finished, all problems are solved and all unanswered questions are answered. You can’t stop thinking about a topic or project until you have closure, it’s signed off, over and done!
You’re desperate for the feeling of completion, which never comes, so you rush through your day, never taking time to stop, recover or be present. This is particularly problematic for long-term projects.
3. Over-attention to detail
Perfectionism is the antithesis of high performance. It’s an impossible standard and often stems from being afraid to make a mistake or look like a fool.
You always look for what’s wrong or not good enough, and you always find something. Nothing you do ever feels good enough, tasks take 10x longer than they need to, or you often don’t even get started because you feel overwhelmed.
This habit is also driven by the fear of being judged or criticized, as well as the fear of failure. Now you have an endless list of “What ifs.” You “need” certainty and predictability, which simply doesn’t exist. You need to know what’s going to happen, when and how — before it even happens!
This trait is often combined with control issues, where you need to control everything and everyone in order to feel safe and secure. Even if you’re not doing it overtly — because you’re afraid people might think you’re controlling — you’re trying to predict and control covertly. Either way, it’s exhausting.
5. People pleasing
The final high-achieving trait we see often is when you’re constantly saying “yes,” but you wish you could say “no.” You don’t have clarity on your boundaries. Even if you did, you’re constantly violating them and your standards to avoid upsetting people, as well as your fear of being judged or criticized again. You struggle to say “no” without massive guilt and without ruminating over previous experiences.
These bad habits lead high-achievers to obsess over the minutia. You constantly feel the need to prove yourself or justify your position. You regularly get stuck in your head, ruminating and worrying, trying to make everything perfect.
When you have a high tolerance for pain and stress — which you do because that’s part of every business owner’s DNA — you can achieve a lot in your career … BECAUSE of these traits. But they can only get you so far.
After a certain threshold, the workload, stress and overwhelm become too much, and you max out. What got you here won’t get you there. It’s time to be as successful personally as you are professionally.
You’ll never break through your glass ceiling if you stay addicted to these habits and the old identity that drives them.
We all have blind spots that prevent us from seeing the forest for the trees. And two big influences on how you view your world are:
1. Your relationship with yourself
Stop making self-worth conditional. You wouldn’t accept your child based on passing an exam or tidying up their room, so why do we make our own self-worth conditional on looking a certain way, earning $X amount or achieving something big?
Most high-achievers react when they hear this and think, “If I do that, I’ll lower my standards, become complacent or drop the ball,” which is a false assumption.
The foundation of self-acceptance means you can chase the right things for the right reasons. You can still be ambitious, but this time, it’s about results — not about feeling good enough or proving yourself.
2. Your relationship with the future
Life is uncertain! We never know what’s going to happen next. But we humans have a built-in need for certainty — and there lies the problem.
We want to know what, when and how “it’s” going to happen, which is futile and exhausting. Forward planning is important, but not overplanning. When people have poor relationships with uncertainty, they tend to have control issues, completion addiction and chronic worry.
So, stop trying to control the uncontrollable. Understand (and accept) that the answer to every question about the future is still, “I don’t know.”
By putting these two influential foundations in place, the five bad habits of high-achieving entrepreneurs naturally dissolve — by themselves!
You’ll no longer be in a fight against yourself, and your natural strengths become enhanced. Your previously harmful habits have now created space for healthy, high-achieving habits to take their place.
The Montana Office of Public Instruction is focusing on using assessments throughout the school year to give teachers the data they need–as early as possible–to positively impact student achievement through personalized learning.
Montana OPI will offer Discovery Education’s DreamBox solutions to the 53 school districts participating in the second year of the state’s Montana Alternative Student Testing (MAST) Pilot program. MAST is an initiative designed to improve learning achievement by implementing “through-year assessments,” a formative approach to assessment that provides teachers with actionable data that can inform instruction throughout the academic school year compared to relying on end-of-year assessment data. With more data insights throughout the year, teachers can quickly identify students’ target areas for growth and acceleration.
The partnership will provide DreamBox Math and DreamBox Reading Plus to nearly 30,000 students (grades 3-8) across the state. DreamBox, which was recently acquired by Discovery Education, is the only provider of digital solutions rated “Strong” by Johns Hopkins’ EvidenceforESSA.org in both mathematics and reading.
DreamBox solutions will then expand to all educators and students in the 2024-2025 school year.
“This partnership emphasizes innovative solutions that accelerate student success,” said Montana State Superintendent Elsie Arntzen. “Discovery Education’s DreamBox focuses on student-based teaching and learning, which reflects our MAST program. I am confident that teachers, students, and families will benefit from these programs that increase academic achievement.”
DreamBox Math and DreamBox Reading Plus are designed to adapt problems and questions based on how each student learns. DreamBox personalizes the learning experience for students, and district administrators and educators will have access to tools and resources that save them time and increase productivity as they support student success, including recommendations for specific activities and lessons. Parents and caregivers can also view their students’ learning growth through a family dashboard.
“This [partnership] is honoring that time that a teacher spends teaching. And it honors the student for learning. The immediate feedback in our model accentuates that personalized learning. I believe Montana is leading the nation in outcome-based education,” Arntzen said.
“Discovery Education believes every student deserves a high-quality, personalized learning experience, so we’re thrilled to expand our collaboration with Montana OPI to support even more Montana students and educators,” said Dr. Tim Hudson, Chief Learning Officer at Discovery Education. “Both Montana OPI and Discovery Education share a commitment to supporting teachers with effective resources and tools that align with education standards and improve intervention and remediation during the whole school year.”
“We’re inspired by Montana OPI’s leadership and commitment to learning innovation,” said Dr. Jason Sinquefield, Senior Vice President of Educational Partnerships at Discovery Education. “Our team looks forward to working alongside district leaders, educators, parents and caregivers, and community members across Montana to accelerate learning for all students and improve student skill development.”
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
After a lifetime dedicated to service, Apostle Leina’ala Mars-Opoku earns the prestigious Presidential Lifetime Achievement Award
WASHINGTON D.C, USA, June 17, 2023/EINPresswire.com/ — On Friday, May 19, Apostle Leina’ala Mars-Opoku was distinguished with one of the highest honors given by the United States government, The Gold Lifetime Achievement Award.
The Biden’s Gold Lifetime Achievement Award is a prestigious honor that recognizes the efforts of individuals who have shown exemplary dedication to volunteer service. In order to achieve this award, individuals must meet a minimum of 4,000 volunteer hours, making this award incredibly difficult to achieve.
The President’s Volunteer Service Award acts as a symbol of American goodwill and is the embodiment of selfless leadership and community service. Through this award, the nation recognizes citizens who go above and beyond to effect change and improve lives, reinforcing the core values of altruism and public service.
Apostle Mars-Opoku is considered a spiritual powerhouse by her peers, and she has been a beacon of hope and faith from her early beginnings. Her steadfast dedication to serving God and humankind began at the young age of 8 when she first accepted Christ. There was no doubt that after receiving a prophetic word from God at 15, she was destined to become a great leader. Since that moment, Apostle Mars-Opoku has committed her life to spiritual service, overcoming…
