ReportWire

Tag: Assessment

  • Students must intentionally develop durable skills to thrive in an AI-dominated world

    Key points:

    As AI increasingly automates technical tasks across industries, students’ long-term career success will rely less on technical skills alone and more on durable skills or professional skills, often referred to as soft skills. These include empathy, resilience, collaboration, and ethical reasoning–skills that machines can’t replicate.

    This critical need is outlined in Future-Proofing Students: Professional Skills in the Age of AI, a new report from Acuity Insights. Drawing on a broad body of academic and market research, the report provides an analysis of how institutions can better prepare students with the professional skills most critical in an AI-driven world.

    Key findings from the report:

    • 75 percent of long-term job success is attributed to professional skills, not technical expertise.
    • Over 25 percent of executives say they won’t hire recent graduates due to lack of durable skills.
    • COVID-19 disrupted professional skill development, leaving many students underprepared for collaboration, communication, and professional norms.
    • Eight essential durable skills must be intentionally developed for students to thrive in an AI-driven workplace.

    “Technical skills may open the door, but it’s human skills like empathy and resilience that endure over time and lead to a fruitful and rewarding career,” says Matt Holland, CEO at Acuity Insights. “As AI reshapes the workforce, it has become critical for higher education to take the lead in preparing students with these skills that will define their long-term success.”

    The eight critical durable skills include:

    • Empathy
    • Teamwork
    • Communication
    • Motivation
    • Resilience
    • Ethical reasoning
    • Problem solving
    • Self-awareness

    These competencies don’t expire with technology–they grow stronger over time, helping graduates adapt, lead, and thrive in an AI-driven world.

    The report also outlines practical strategies for institutions, including assessing non-academic skills at admissions using Situational Judgment Tests (SJTs), and shares recommendations on embedding professional skills development throughout curricula and forming partnerships that bridge AI literacy with interpersonal and ethical reasoning.

    Latest posts by eSchool Media Contributors (see all)

    ESchool Media Contributors

    Source link

  • ACT and Texas Instruments Collaborate to Enhance Student Success in Mathematics

    Iowa City, Iowa and Dallas, Texas (November 12, 2025) – ACT, a leader in college and career readiness assessment, and Texas Instruments Education Technology (TI), a division of the global semiconductor company, today announced a comprehensive partnership aimed at empowering students to achieve their best performance on the ACT mathematics test.

    This initiative brings together two education leaders to provide innovative resources and tools that maximize student potential. The partnership will start by providing:

    • A new dedicated online resource center featuring co-branded instructional videos demonstrating optimal use of TI calculators during the ACT mathematics test.
    • Additional study materials featuring TI calculators to help students build upon and apply their mathematical knowledge while maximizing their time on the ACT test.
    • Professional development programs for teachers focused on effective calculator-based testing strategies.

    “This partnership represents our commitment to providing students with the tools and resources they need to demonstrate their mathematical knowledge effectively,” said Andrew Taylor, Senior Vice President of Educational Solutions and International, ACT, “By working with Texas Instruments, we’re ensuring students have access to familiar, powerful technology tools during this important assessment.”

    “Texas Instruments is proud to partner with ACT to support student success,” said Laura Chambers, President at Texas Instruments Education Technology. “Our calculator technology, combined with targeted instructional resources, will help students showcase their true mathematical abilities during the ACT test.” 

    The new resources are available now to students and educators on the ACT website www.act.org under ACT Math Calculator Tips.

    About ACT

    ACT is transforming college and career readiness pathways so that everyone can discover and fulfill their potential. Grounded in more than 65 years of research, ACT’s learning resources, assessments, research, and work-ready credentials are trusted by students, job seekers, educators, schools, government agencies, and employers in the U.S. and around the world to help people achieve their education and career goals at every stage of life. Visit us at https://www.act.org/.  

    About Texas Instruments

    Texas Instruments Education Technology (TI) — the gold standard for excellence in math — provides exam-approved graphing calculators and interactive STEM technology. TI calculators and accessories drive student understanding and engagement without adding to online distractions. We are committed to empowering teachers, inspiring students and supporting real learning in classrooms everywhere. For more information, visit education.ti.com.

    Texas Instruments Incorporated (Nasdaq: TXN) is a global semiconductor company that designs, manufactures and sells analog and embedded processing chips for markets such as industrial, automotive, personal electronics, enterprise systems and communications equipment. At our core, we have a passion to create a better world by making electronics more affordable through semiconductors. This passion is alive today as each generation of innovation builds upon the last to make our technology more reliable, more affordable and lower power, making it possible for semiconductors to go into electronics everywhere. Learn more at TI.com.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • How teachers and administrators can overcome resistance to NGSS

    Key points:

    Although the Next Generation Science Standards (NGSS) were released more than a decade ago, adoption of them varies widely in California. I have been to districts that have taken the standards and run with them, but others have been slow to get off the ground with NGSS–even 12 years after their release. In some cases, this is due to a lack of funding, a lack of staffing, or even administrators’ lack of understanding of the active, student-driven pedagogies championed by the NGSS.

    Another potential challenge to implementing NGSS with fidelity comes from teachers’ and administrators’ epistemological beliefs–simply put, their beliefs about how people learn. Teachers bring so much of themselves to the classroom, and that means teaching in a way they think is going to help their students learn. So, it’s understandable that teachers who have found success with traditional lecture-based methods may be reluctant to embrace an inquiry-based approach. It also makes sense that administrators who are former teachers will expect classrooms to look the same as when they were teaching, which may mean students sitting in rows, facing the front, writing down notes.

    Based on my experience as both a science educator and an administrator, here are some strategies for encouraging both teachers and administrators to embrace the NGSS.

    For teachers: Shift expectations and embrace ‘organized chaos’

    A helpful first step is to approach the NGSS not as a set of standards, but rather a set of performance expectations. Those expectations include all three dimensions of science learning: disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs). The DCIs reflect the things that students know, the SEPs reflect what students are doing, and the CCCs reflect how students think. This three-dimensional approach sets the stage for a more active, engaged learning environment where students construct their own understanding of science content knowledge.

    To meet expectations laid out in the NGSS, teachers can start by modifying existing “recipe labs” to a more inquiry-based model that emphasizes student construction of knowledge. Resources like the NGSS-aligned digital curriculum from Kognity can simplify classroom implementation by providing a digital curriculum that empowers teachers with options for personalized instruction. Additionally, the Wonder of Science can help teachers integrate real-life phenomena into their NGSS-aligned labs to help provide students with real-life contexts to help build an understanding of scientific concepts related to. Lastly, Inquiry Hub offers open-source full-year curricula that can also aid teachers with refining their labs, classroom activities, and assessments.  

    For these updated labs to serve their purpose, teachers will need to reframe classroom management expectations to focus on student engagement and discussion. This may mean embracing what I call “organized chaos.” Over time, teachers will build a sense of efficacy through small successes, whether that’s spotting a studentconstructing their own knowledge or documenting an increased depth of knowledge in an entire class. The objective is to build on student understanding across the entire classroom, which teachers can do with much more confidence if they know that their administrators support them.

    For administrators: Rethink evaluations and offer support

    A recent survey found that 59 percent of administrators in California, where I work, understood how to support teachers with implementing the NGSS. Despite this, some administrators may need to recalibrate their expectations of what they’ll see when they observe classrooms. What they might see is organized chaos happening: students out of their seats, students talking, students engaged in all different sorts of activities. This is what NGSS-aligned learning looks like. 

    To provide a clear focus on student-centered learning indicators, they can revise observation rubrics to align with NGSS, or make their lives easier and use this one. As administrators track their teachers’ NGSS implementation, it helps to monitor their confidence levels. There will always be early implementers who take something new and run with it, and these educators can be inspiring models for those who are less eager to change.

    The overall goal for administrators is to make classrooms safe spaces for experimentation and growth. The more administrators understand about the NGSS, the better they can support teachers in implementing it. They may not know all the details of the DCIs, SEPs, and CCCs, but they must accept that the NGSS require students to be more active, with the teacher acting as more of a facilitator and guide, rather than the keeper of all the knowledge.

    Based on my experience in both teaching and administration roles, I can say that constructivist science classrooms may look and sound different–with more student talk, more questioning, and more chaos. By understanding these differences and supporting teachers through this transition, administrators ensure that all California students develop the deeper scientific thinking that NGSS was designed to foster.

    Latest posts by eSchool Media Contributors (see all)

    Nancy Nasr, Ed.D., Santa Paula Unified School District

    Source link

  • NAEP scores for class of 2024 show major declines, with fewer students college ready

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    Students from the class of 2024 had historically low scores on a major national test administered just months before they graduated.

    Results from the National Assessment of Educational Progress, or NAEP, released September 9, show scores for 12th graders declined in math and reading for all but the highest performing students, as well as widening gaps between high and low performers in math. More than half of these students reported being accepted into a four-year college, but the test results indicate that many of them are not academically prepared for college, officials said.

    “This means these students are taking their next steps in life with fewer skills and less knowledge in core academics than their predecessors a decade ago, and this is happening at a time when rapid advancements in technology and society demand more of future workers and citizens, not less,” said Lesley Muldoon, executive director of the National Assessment Governing Board. “We have seen progress before on NAEP, including greater percentages of students meeting the NAEP proficient level. We cannot lose sight of what is possible when we use valuable data like NAEP to drive change and improve learning in U.S. schools.”

    These results reflect similar trends seen in fourth and eighth grade NAEP results released in January, as well as eighth grade science results also released Tuesday.

    In a statement, Education Secretary Linda McMahon said the results show that federal involvement has not improved education, and that states should take more control.

    “If America is going to remain globally competitive, students must be able to read proficiently, think critically, and graduate equipped to solve complex problems,” she said. “We owe it to them to do better.”

    The students who took this test were in eighth grade in March of 2020 and experienced a highly disrupted freshman year of high school because of the pandemic. Those who went to college would now be entering their sophomore year.

    Roughly 19,300 students took the math test and 24,300 students took the reading test between January and March of 2024.

    The math test measures students’ knowledge in four areas: number properties and operations; measurement and geometry; data analysis, statistics, and probability; and algebra. The average score was the lowest it has been since 2005, and 45% of students scored below the NAEP Basic level, even as fewer students scored at NAEP Proficient or above.

    NAEP Proficient typically represents a higher bar than grade-level proficiency as measured on state- and district-level standardized tests. A student scoring in the proficient range might be able to pick the correct algebraic formula for a particular scenario or solve a two-dimensional geometric problem. A student scoring at the basic level likely would be able to determine probability from a simple table or find the population of an area when given the population density.

    Only students in the 90th percentile — the highest achieving students — didn’t see a decline, and the gap between high- and low-performing students in math was higher than on all previous assessments.

    This gap between high and low performers appeared before the pandemic, but has widened in most grade levels and subject areas since. The causes are not entirely clear but might reflect changes in how schools approach teaching as well as challenges outside the classroom.

    Testing officials estimate that 33% of students from the class of 2024 were ready for college-level math, down from 37% in 2019, even as more students said they intended to go to college.

    In reading, students similarly posted lower average scores than on any previous assessment, with only the highest performing students not seeing a decline.

    The reading test measures students’ comprehension of both literary and informational texts and requires students to interpret texts and demonstrate critical thinking skills, as well as understand the plain meaning of the words.

    A student scoring at the basic level likely would understand the purpose of a persuasive essay, for example, or the reaction of a potential audience, while a students scoring at the proficient level would be able to describe why the author made certain rhetorical choices.

    Roughly 32% of students scored below NAEP Basic, 12 percentage points higher than students in 1992, while fewer students scored above NAEP Proficient. An estimated 35% of students were ready for college-level work, down from 37% in 2019.

    In a survey attached to the test, students in 2024 were more likely to report having missed three or more days of school in the previous month than their counterparts in 2019. Students who miss more school typically score lower on NAEP and other tests. Higher performing students were more likely to say they missed no days of school in the previous month.

    Students in 2024 were less likely to report taking pre-calculus, though the rates of students taking both calculus and algebra II were similar in 2019 and 2024. Students reported less confidence in their math abilities than their 2019 counterparts, though students in 2024 were actually less likely to say they didn’t enjoy math.

    Students also reported lower confidence in their reading abilities. At the same time, higher percentages of students than in 2024 reported that their teachers asked them to do more sophisticated tasks, such as identifying evidence in a piece of persuasive writing, and fewer students reported a low interest in reading.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more news on national assessments, visit eSN’s Innovative Teaching hub.

    Latest posts by eSchool Media Contributors (see all)

    Erica Meltzer, Chalkbeat

    Source link

  • Mental health screeners help ID hidden needs, research finds

    Key points:

    A new DESSA screener to be released for the Fall ‘25 school year–designed to be paired with a strength-based student self-report assessment–accurately predicted well-being levels in 70 percent of students, a study finds.  

    According to findings from Riverside Insights, creator of research-backed assessments, researchers found that even students with strong social-emotional skills often struggle with significant mental health concerns, challenging the assumption that resilience alone indicates student well-being. The study, which examined outcomes in 254 middle school students across the United States, suggests that combining risk and resilience screening can enable identification of students who would otherwise be missed by traditional approaches. 

    “This research validates what school mental health professionals have been telling us for years–that traditional screening approaches miss too many students,” said Dr. Evelyn Johnson, VP of Research & Development at Riverside Insights. “When educators and counselors can utilize a dual approach to identify risk factors, they can pinpoint concerns and engage earlier, in and in a targeted way, before concerns become major crises.”

    The study, which offered evidence of, for example, social skills deficits among students with no identifiable or emotional behavioral concerns, provides the first empirical evidence that consideration of both risk and resilience can enhance the predictive benefits of screening, when compared to  strengths-based screening alone.

    In the years following COVID, many educators noted a feeling that something was “off” with students, despite DESSA assessments indicating that things were fine.

    “We heard this feedback from lots of different customers, and it really got our team thinking–we’re clearly missing something, even though the assessment of social-emotional skills is critically important and there’s evidence to show the links to better academic outcomes and better emotional well-being outcomes,” Johnson said. “And yet, we’re not tapping something that needs to be tapped.”

    For a long time, if a person displayed no outward or obvious mental health struggles, they were thought to be mentally healthy. In investigating the various theories and frameworks guiding mental health issues, Riverside Insight’s team dug into Dr. Shannon Suldo‘s work, which centers around the dual factor model.

    “What the dual factor approach really suggests is that the absence of problems is not necessarily equivalent to good mental health–there really are these two factors, dual factors, we talk about them in terms of risk and resilience–that really give you a much more complete picture of how a student is doing,” Johnson said.

    “The efficacy associated with this dual-factor approach is encouraging, and has big implications for practitioners struggling to identify risk with limited resources,” said Jim Bowler, general manager of the Classroom Division at Riverside Insights. “Schools told us they needed a way to identify students who might be struggling beneath the surface. The DESSA SEIR ensures no student falls through the cracks by providing the complete picture educators need for truly preventive mental health support.”

    The launch comes as mental health concerns among students reach crisis levels. More than 1 in 5 students considered attempting suicide in 2023, while 60 percent of youth with major depression receive no mental health treatment. With school psychologist-to-student ratios at 1:1065 (recommended 1:500) and counselor ratios at 1:376 (recommended 1:250), schools need preventive solutions that work within existing resources.

    The DESSA SEIR will be available for the 2025-2026 school year.

    This press release originally appeared online.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • 3 Reasons Conceptual Understanding is Critical to Learning

    3 Reasons Conceptual Understanding is Critical to Learning

    “Adaptive learning programs are so important for meeting students where they are, especially in classrooms where there is such a wide range of skill levels. When you combine that with teacher input and guidance, which DreamBox Math does through the assign-a-focus feature, you’re creating a truly individualized learning experience for each student.”

    Audrey Otto

    Source link

  • City of Tampa Assessment of Damage and Infrastructure after Hurricane Milton

    City of Tampa Assessment of Damage and Infrastructure after Hurricane Milton

    The City of Tampa has begun a thorough assessment of damage and infrastructure following Hurricane Milton.

    Due to the severity of the storm, certain areas of the city were more directly impacted. All roads are opened, but there are still many intersection lights out. Residents are advised to treat these areas as four way stops.

    For those who have evacuated to areas outside of city limits that have not yet been deemed safe for travel, residents are advised to use extreme caution when driving.

    “Our safety efforts do not end just because Milton has passed,” said Tampa Mayor Jane Castor. “The primary focus for our city, right now, is to conduct a swift and efficient damage assessment so we can get everyone back to their homes quickly, and most importantly, to get them home safely.”

    In the aftermath of Hurricane Milton, Tampa Water Department staff is actively investigating and responding to water main breaks caused by storm damage. The department wants to reassure the public that staff is working to make any necessary repairs. Please keep in mind that the department continues to deliver clean, high-quality water to communities across our service area.

    As recovery efforts continue, City of Tampa staff will shift resources back to making any necessary repairs to the local water distribution system, addressing larger water main breaks first. Customers will be notified if crews need to shutdown their service to repair a nearby water main break.

    For more information and alerts related to post storm recovery, text TAMPAREADY or TAMPALISTA (for Spanish) to 888-777.

    Source link

  • Helping PK-2 Teachers Through the First Round of Assessments

    Helping PK-2 Teachers Through the First Round of Assessments

    posted on

    By Kaitlin Anselmo Pothireddy

    The school year is in full swing, and for teachers of PK-2 students, that means it’s time for the first round of assessments. Assessments help teachers, parents, and administrators understand how students are doing, but for young kids, the process can be stressful. As a school administrator, your support can make all the difference in helping teachers manage assessments while keeping their classrooms calm and focused.

    Here’s how you can help your teachers (and their students) get through this busy time with less stress and more success!

    Why early childhood assessments matter

    Assessments in early childhood aren’t just about tests. Teachers gather important information by observing kids and tracking their progress over time. This helps them plan lessons that meet kids where they are and help them grow. It also lets teachers share updates with parents, so they know what’s going well and what could use a little extra work at home.

    But here’s the catch: assessments take time, and in a classroom full of busy little ones, that can feel like a lot to handle.

    Give teachers the time and resources they need

    One of the best ways to help your teachers during assessment season is by making sure they have enough time and support.

    • Carve out planning time: Teachers need dedicated time to prepare, observe, and document assessments. Giving them extra planning periods or early release days can help lighten the load.
    • Extra hands in the classroom: If possible, bring in aides or parent volunteers during assessment times. An extra set of hands means teachers can focus on the assessments without the chaos of keeping a classroom running.
    • Use flexible tools: Observational assessments let teachers observe students during normal classroom activities, so assessments don’t have to feel like a big disruption. 

    Don’t forget about SEL (social-emotional learning)

    Assessments can be stressful for kids, especially when they’re still so young. That’s where social-emotional learning (SEL) comes in. If kids feel anxious or overwhelmed, they’re less likely to show their true abilities during assessments. Helping teachers build SEL into their classrooms can make a big difference.

    Here are a few ideas to pass along to your teachers:

    • Try emotional check-ins: Encourage teachers to use simple tools like an emotion chart or the free Khan Academy Kids emotion wheel to help kids talk about their feelings before assessments. This can help them feel heard and understood, making them more relaxed.
    • Add mindful moments: A short breathing exercise or calming activity can go a long way in easing stress before or after assessments. A quick “quiet time” or guided visualization can bring the whole class back to a calm state.
    • Use fun SEL lessons: The Khan Academy Kids app has lessons that teach kids about big feelings like frustration, excitement, and everything in between. These can be perfect for brain breaks during the day, helping kids work through emotions while learning something valuable.

    Promote growth mindset and mastery learning

    One of the most powerful ways to support students during assessment season is by encouraging a growth mindset and promoting mastery learning. These approaches help children see learning as a journey where mistakes are part of the process rather than something to fear.

    • Train teachers on growth mindset: Offer professional development on growth mindset. Teach teachers to encourage phrases like “I can’t do this yet,” shifting the focus from what students can’t do to what they are learning to do. This helps kids see their progress and stay motivated.
    • Promote mastery learning: Encourage teachers to allow students to revisit concepts they haven’t mastered. Mastery learning means focusing on deep understanding rather than moving quickly through material. When kids know they have time to learn and practice, they’ll feel less pressure during assessments.
    • Incorporate growth mindset and mastery into assessments: Help teachers use language that supports growth mindset during assessments. When students are told that it’s okay to make mistakes and that they can keep improving, assessments become less about judgment and more about learning.

    Keep parents in the loop

    Parents want to know how their child is doing, and assessments give teachers a great opportunity to share progress. But remember, not every parent knows what these assessments mean. It’s important for teachers to explain the results in a way that highlights growth and potential, not just numbers and scores.

    • Use simple, clear reports: Make it easy for teachers to share updates with parents by providing templates or guidelines they can use. A quick chat or email update can go a long way in keeping everyone on the same page.
    • Celebrate growth: Remind teachers to celebrate progress, no matter how big or small. Focusing on how far a child has come can help build confidence for both the student and the parent.

    Bring calm to the classroom

    Assessment season doesn’t have to be stressful. By supporting your teachers with time, resources, and SEL tools, you can help make this time of year a little smoother for everyone. A calm, happy classroom is a productive one, and with the right support, teachers can balance assessments while keeping kids engaged and learning.

    Want to learn more?

    Check out how Khan Academy Kids can help teachers bring SEL into their classrooms during assessment season with fun, free resources. From emotional check-ins to mindful moments, Khan Academy Kids has tools that make assessments a lot less stressful. To learn more, sign up for a call with our team.

    Katie Pothireddy

    Source link

  • Proximity Learning Partners With LinkIt! To Empower Certified Virtual Teachers With Advanced Assessment Solutions

    Proximity Learning Partners With LinkIt! To Empower Certified Virtual Teachers With Advanced Assessment Solutions

    AUSTIN, Texas–( BUSINESS WIRE)–Proximity Learning Inc., the pioneering provider of synchronous virtual instruction for K-12 education, announced today its partnership with LinkIt!, a market leader providing data warehousing, analytics, assessment and multi-tiered system of support (MTSS) solutions for K-12 schools.

    Proximity Learning teachers can now access LinkIt!’s assessment creation and analysis tools to personalize their virtual learning programs, which have proven to increase grades across core subjects by up to 56 percent in some districts.

    “Our teachers have provided standard-setting instruction to over 500,000 students,” said Evan Erdberg, president and founder of Proximity Learning. “Our goal is to equip teachers with the training and resources they need to not only provide a stellar virtual learning experience but to deeply connect with their students to understand their individual and group learning needs. Tools like LinkIt! allow us to measure the effectiveness of our educational program by monitoring and nurturing student progress.”

    Designed by K-12 educators, technologists and data experts, the LinkIt! platform offers assessment management, data analytics and intervention support to drive student performance. With the addition of LinkIt!, Proximity Learning teachers can better measure pre- and post-test performance to meet every student’s academic needs.

    “We founded LinkIt! to close the gap between curriculum assessment and mastery for standardized testing. Since then, we’ve evolved our tool to support hundreds of districts and partners throughout the U.S. with capturing student data and improving educational outcomes,” said Joshua Powe, co-founder and executive chairman of LinkIt!. “Assessment data is a powerful tool for educators, administrators, parents and the students themselves. Tracking and analyzing progress is critical to surrounding students with a holistic learning environment focused on their success.”

    To learn more about LinkIt!’s data collection and analysis platform, visit www.linkit.com. To find out more about how Proximity Learning is empowering school districts and improving the learning experience, visit www.proxlearn.com.

    About Proximity Learning Inc.

    Established in 2009, Proximity Learning Inc., an Education Solutions Services company, has pioneered using web conferencing technology to stream certified teachers into a classroom when a teacher could not be found locally. Students are able to see, learn and interact with a teacher “live” each day from within their school classrooms. This PLI model directly addresses the acute and growing teacher shortage crisis plaguing school districts across the U.S. To learn more, visit www.proxlearn.com.

    About LinkIt!

    LinkIt! is a market leader providing data warehousing, analytics, assessment and MTSS solutions for K-12 schools. We help school districts streamline collecting, managing and analyzing student performance data to improve academic achievement, save time and increase overall productivity. Specifically, the company’s data warehouse and assessment platform enable schools to store and analyze third-party and locally created data for all grade levels and subject areas. LinkIt! also provides custom analytical services to help schools better understand their data for more effective decision-making and action planning. Lastly, our MTSS solution helps schools optimize workflows to create individualized student learning plans. At LinkIt, we come to work every day knowing that our work directly impacts students, teachers and their ability to succeed. While we differentiate our products by being comprehensive, easy to use and innovative, our unique value proposition is our relentless focus on customer service and support.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Really Great Reading® and OxEd & Assessment (OxEd) Partner to Bring Comprehensive Oral Language Solutions to the US Market

    Really Great Reading® and OxEd & Assessment (OxEd) Partner to Bring Comprehensive Oral Language Solutions to the US Market

    Washington DC – Really Great Reading®, a leader in foundational reading instruction, and OxEd & Assessment (OxEd), a University of Oxford spinout company renowned for their best-in-class solutions for assessing and improving oral language, announced a strategic partnership to address critical oral language development needs in US school districts.

    The partnership will bring OxEd’s evidence-based oral language assessment, whole class instruction, and remediation programs to the US, providing school districts with tools to enhance their oral language protocols and ultimately improve reading comprehension and other aspects of educational attainment.

    “Many school districts need an oral language solution. We searched globally for the right partner and OxEd was the clear choice,” said Scott DeSimone, CEO of Really Great Reading®. “We are very proud to be working with them. Really Great Reading is committed to helping schools improve their oral language protocols, a critical foundational skill that enhances a wide range of academic achievements, including reading comprehension.”

    “Enriching oral language instruction supports overall academic achievement for all children, enhancing their reading comprehension and overall academic and social development,” said Dr. Charles Hulme, CEO and Founder of OxEd & Assessment. “Our intervention program, the NELI Intervention, part of the TEL Ted oral language toolkit, is the best-evidenced language intervention globally and has been shown to help children make up to seven months’ additional progress in their language skills. We’re proud to partner with Really Great Reading to bring these programs to school districts in the US.”

    Developmental Language Disorders (DLD) occur as frequently as dyslexia, affecting communication and academic performance. Many students with ADHD and dyslexia also struggle with DLD. By proactively identifying and remediating oral language deficits, OxEd helps unlock students’ full potential. Early identification and intervention are crucial, as oral language skill is the foundation for all education, making OxEd’s assessment tools and remediation strategies vital for educational programs.

    The COVID-19 pandemic has exacerbated oral language delays in many students, particularly those aged 4-12, who missed critical enrichment during formative years. While there is a focus on remediating pandemic-related skill deficits, oral language skills often receive less attention. OxEd bridges this gap by offering solutions to assess and teach these foundational skills, helping students overcome COVID-related setbacks. Dr. Hulme added, “By addressing these delays promptly, we can ensure comprehensive academic success and prepare students for future challenges.”

    About Really Great Reading®

    Really Great Reading, a pioneer in literacy education, leverages 18 years of Science of Reading expertise to create practical tools for educators and students of all ability levels. For more information, please visit www.reallygreatreading.com.

    About OxEd & Assessment (OxEd)

    OxEd is a University of Oxford spinout company launched to take decades of research into children’s early language and reading development through to practical application in schools. OxEd develops educational assessment apps, whole class instructional solutions, and interventions which have been proven to improve educational outcomes for children. For more information, please visit www.oxedandassessment.com.

    .

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • The pandemic’s lasting impact on young learners

    The pandemic’s lasting impact on young learners

    Key points:

    Young students require more learning support to remain on pace with historical academic growth trends, according to new research from Curriculum Associates, which unveils national data on the pandemic’s impact on academic growth and recovery for elementary school students.

    Student Growth in the Post-COVID Era offers an assessment of student performance, tracking growth year over year and comparing it to historical trends. The report leverages three years of longitudinal data and is the first of its kind to look at impacts on younger learners who were not yet in formal schooling at the start of the pandemic. The research provides a temperature check on students’ academic growth, parsing aggregate data to determine where–and for whom–recovery may be occurring.

    Key findings:

    • Young students require more support to keep pace with historical growth trends.
    • Older students (i.e., those in grade 4 in 2021) demonstrate signs of recovery in both reading and mathematics that in some cases align with their pre-pandemic growth trajectories.
    • Students who were well below grade level in both reading and mathematics at the beginning of the 2021–2022 school year are not keeping pace with pre-pandemic growth trends.
    • Some students who were at or near grade level are exceeding historical growth trends.
    • Students from schools in lower-income or minoritized communities demonstrate continued disparities in academic growth relative to pre-pandemic trends.

    “We know the pandemic placed an enormous strain on our educators and school districts,” said Dr. Kristen Huff, vice president of research and assessment at Curriculum Associates. “The varied data and analytic approaches make it more challenging to assess the post-COVID recovery landscape. This research offers new insights into varying patterns of recovery, identifying where recovery is happening and where more support is needed.”

    Uneven recovery trends indicate that in some instances, post-pandemic interventions were likely effective.

    “While most young people who fall behind stay behind, there are diverse schools across the nation where students who started behind grade level are consistently catching up,” said Dr. Tequilla Brownie, CEO of TNTP. “The first common factor is the intentional creation of environments where students feel a sense of belonging. The other two priorities that matter most are consistent access to grade-level instruction and the presence of a unified, coherent instructional program that gives both students and educators a clear path to success.”

    These data underscore the need for educators, district leaders, and other stakeholders to carefully assess which interventions are most effective and how we can work together to change the course of learning outcomes for students who need support now.

    “Even before the pandemic, many students in our district were not performing at their highest level of potential,” said Dr. Mark Sullivan, superintendent of Birmingham City Schools. “We were not pleased with the number of third graders reading on grade level, so we had to become intentional in everything we do. This included training our teachers on the Science of Reading, setting high expectations for educators and students, and actively involving families in their children’s learning.” This year, the district saw a 75- percent increase in the number of students reading at or above grade level.

    The urgency of finding and implementing the right interventions is clear, especially when looking at this year’s Grade 2 students, who were not yet in school during the pandemic. If applied nationally, these data suggest more than 1.3 million Grade 2 students (out of the nation’s 3.5 million) are behind in reading compared to 1.1 million in 2019. More than half a million more Grade 2 students (up from 1.2 million to 1.7 million) are behind in mathematics.

    Gaps in learning may be compounding for this group of students over time as they work to catch up on foundational skills while learning new content.

    For Grade 2 students and all whose learning is not keeping pace with historical trends, this report will shape the conversation on how educators can help every student succeed.

    This press release originally appeared online.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    Laura Ascione

    Source link

  • Personalized Learning: eSN Innovation Roundtable

    Personalized Learning: eSN Innovation Roundtable

    Personalized learning has emerged as a pivotal strategy in educators’ quests to meet students where they are and boost engagement. Still, equitable access to technology, the right PD, and better assessment tools can make or break these instructional efforts.

    During an eSchool News Innovation Roundtable with a focus on personalized learning, moderated by eSchool News Content Director Kevin Hogan, school leaders discussed their experiences with personalized learning, where they’ve found success, and what they think it will look like in the future.

    Participants included:

    • Dr. Matthew Callison, Director of Innovation and Strategic Partnerships, South Fayette Township School District (PA)
    • Diego Ochoa, Superintendent, San Mateo-Foster City School District (CA)

    Key takeaways and insights from the roundtable include:

    What does personalized learning mean in the day-to-day management of a school district?

    “We think about how we can provide more personalized opportunities for students in terms of course content and learning experiences,” said Callison. “I think there’s an element of that that involves technology, but really, how can we keep the human at the center while also creating more authentic and powerful learning opportunities for students that are relevant to their future.”

    In fact, looking to the future is a key part of personalized learning. “At a high level, thinking about what are these opportunities that are relevant to students now and as they look to their future, and how we can create that in the district, whether that’s a new physical space or a new program, and then taking time to build out teacher capacity, build buy-in from teachers, build those relationships,” Callison said. … “That’s one of the ways we’re approaching personalized learning, just creating those more meaningful opportunities for students that traditionally haven’t been in school.”

    “Personalized learning is about creating learning experiences that put the decision-making into the hands of kids, of what those students want to do, and what those students are excited to learn more about,” Ochoa said. “You’ve got to have a curricular design for it, an approach that wants technology to come into the picture without being the entire thing. And think about how the adults in your system facilitate personalized learning. It’s really about getting into that student space and asking those big questions that allow them to drive their learning in the direction they feel passionate about.”

    Take every opportunity to see personalized learning in action–in your district, a new district, or a professional conference

    “You have to go to these hubs where ideas are shared, because districts present at those places because we know it’s an extension that often comes back with another idea,” Ochoa said. “When you get your foot in the door, you come back with a list of things you want to follow up on.”

    “You can’t unsee something, so by visiting a school or startup company and seeing how they do things, or seeing a new program in another school, [it] just opens your eyes to what’s possible,” Callison said.

    “Sometimes it’s just about sharing [within your district], just giving teachers that opportunity to learn from another adult–even if it’s a peer in their own district,” Ochoa said. “We see the design of personalized learning as one thing, we see the investment of personalized learning as one thing, we see the theory of it, but there’s also a practitioner space. You have to get into that space and work with these folks to understand how they are turning it into action with the kids.”

    What’s next for personalized learning?

    “We’re helping students understand their strengths, interests, and career preferences,” Callison said. “We’ll continue to build out opportunities and programs that are built with intentionality, around being inclusive, and around inviting all students to participate in them. We’ll continue to explore different technological solutions that could provide that extra support we’re all looking for. I don’t think there’s any magic bullet, but there’s definitely a place for technology to plug in to provide support, both for the teachers and for the students–and even for building better communication between students, family members, and teachers.”

    With help of a grant, Ochoa’s district will aim to boost personalized learning opportunities at schools that serve 80 percent or more students who are homeless, foster youth, multi-lingual learners, or low-income.

    We have tremendous income inequality,” he said. “What’s on our agenda in the next five years is to seek out innovative thinking and innovative programming that’s individualized–that we can bring to these schools in particular. We want to give their kids experiences at their schools that bring all this content to them.”

    See more eSN Innovation Roundtables exploring critical education issues

    Related:
    Agency and self-direction: Giving students a voice
    3 simple strategies to supercharge student growth
    For more news on personalized learning, visit eSN’s Innovative Teaching hub

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    Laura Ascione

    Source link

  • EPS Learning Programs Selected by Virginia Board of Education as Recommended Literacy Solutions

    EPS Learning Programs Selected by Virginia Board of Education as Recommended Literacy Solutions

    BETHESDA, Md./PRNewswire-PRWeb/ —  EPS Learning, the leading provider of PreK-12 literacy solutions, announced that four of its programs have been recommended by the Virginia Board of Education for evidence-based literacy instruction that’s aligned to science-based reading research. The recognition supports Virginia schools in a multi-year effort to improve early learning outcomes for students who are below proficiency levels in reading.

    According to the 2022–2023 Virginia Assessment Results, which demonstrate significant and persistent learning loss in reading and math, more than half of students in grades 3-8 either failed or were at risk of failing their reading SOL exam. To remedy reading proficiency beginning in the 2024–2025 school year, the  Virginia Literacy Act (VLA) will mandate core literacy and research-grounded instruction for K–5 students. The enacted legislation provides tools, resources, technical assistance and funding to schools within the state.

    EPS Learning programs meet the required parameters to be recommended as top literacy intervention solutions, including alignment with evidence-based literacy instruction, comprehensive and intensive intervention, support that is accessible and can be easily implemented into any curriculum, inclusivity and representation. The EPS Learning programs included in the recommendation are:

    • SPIRE Family (Specialized Program Individualizing Reading Excellence): Provides explicit, systematic, multisensory instruction through an easy-to-implement intensive program.
    • Reading Assistant for SPIRE: Offers assessment, including a dyslexia screener, highly personalized reading practice for students and real time performance data for teachers through an AI-powered virtual “tutor.”
    • Megawords: Teaches the reading, spelling and contextual uses of multisyllabic words through multisensory instruction and a systematic progression of skills.
    • Wordly Wise 3000: Provides direct academic vocabulary instruction to develop the critical link between vocabulary and reading comprehension.
    • SPIRE Next™: Provides skills-based, genre-specific instruction and practice that uses close reading to build comprehension.

    Additionally, EPS Learning offers several sets of decodable readers and other materials not subject to VLA approval that complement these programs:

    • Readfetti – full-color fiction and non-fiction decodable readers and read aloud cards that align with many popular phonics programs
    • Mac & Tab – decodable readers featuring an adorable cat and rat, made popular through the Primary Phonics program
    • Alphabet Series – decodable readers including charming stories, made popular through the Recipe for Reading program

    “The recognition of EPS Learning solutions by the Virginia Department of Education further validates our framework for literacy instruction that’s backed by nearly 70 years of experience,” said Steven Guttentag, Chief Executive Officer at EPS Learning. “We champion Virginia’s significant efforts to ensure that all students in the state can access literacy as the springboard to lifelong learning and opportunity.”

    To learn more about the recommended programs, visit  https://www.epslearning.com/virginia-literacy-partnerships-recommended-programs.

    For more information about EPS Learning, visit  https://www.epslearning.com/.

    About EPS Learning
    EPS Learning has partnered with educators for more than 70 years to advance literacy as the springboard for lifelong learning and opportunity. The 20+ literacy solutions included in the EPS Literacy Framework are based on the science of reading and support grades PreK through 12, all tiers of instruction, and every pillar of reading. EPS Learning offers evidence-based intervention and customized professional learning to help move students toward growth, mastery, and success. Visit  http://www.epslearning.com to learn more.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • CASE Once Again Endorses Classworks® Special Education Platform

    CASE Once Again Endorses Classworks® Special Education Platform

    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 News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Smithsonian and Carolina Biological Announce New Version of Elementary Science Curriculum to Raise Bar in 3D Learning

    Smithsonian and Carolina Biological Announce New Version of Elementary Science Curriculum to Raise Bar in 3D Learning


    BURLINGTON, NC — Carolina Biological, the leading school science supplier and the Smithsonian Science Education Center announced Smithsonian Science for the Classroom™, Phenomenon and Problem-Driven Edition, for grades K to 5. The print, digital and hands-on program raises the bar in student-driven 3D learning and 3D assessment. All modules in the updated core science curriculum are rolling out for the 2024-25 school year. The program still takes students on a journeyof hands-on experiences, observation, and collaboration, but added many more new opportunities for students to drive their own learning and: build reading, writing, and speaking skills; make sense of phenomena and real-world problems; drive learning with their own ideas and experiences. The new program features a robust and integrated assessment system, including a new assessment map. Accessibility for students is emphasized. Students cultivate scientific skills and knowledge through student-centric investigations as they figure out compelling phenomena and solve real-world problems. Teacher support is included. The new 2nd Edition was extensively field tested by educators and will be available for purchase through Carolina for the 2024-25 school year. Teachers can contact Carolina now to implement in classrooms next fall.

    Smithsonian Science for the Classroom, 2nd Edition, is a high-quality comprehensive science program with life science, earth and space science, physical science and engineering modules developed to meet the *Next Generation Science Standards (NGSS). This elementary curriculum engages, inspires, and connects students firsthand to the world around them through a total of 24 student-driven modules. It helps teachers keep classes fresh and interesting to young students and integrate science, technology, math and engineering throughengaging and hands-on lessons. Smithsonian Science for the Classroom includes print and digital components, as well as hands-on materials.

    Student Agency

    A strong theme in the new Edition is the power of student agency, a personalized learning concept that gives students a choice and voice in learning. When each new phenomenon or problem is introduced, students have the opportunity to access their prior knowledge, share initial ideas, and ask questions based on gaps in their understanding. These ideas and questions drive the next steps. They offer more opportunities for students to ask questions and rely upon their prior knowledge to drive their understanding and learning. Students work as scientists, doing hands-on investigations, collaborating with peers, testing models, and developing explanations as they explain a phenomenon or solve a problem. A family letter is included for every module that creates opportunities for teachers to gain knowledge about students’ prior experiences and for parents and caregivers to know what to ask students about in-class experiences.

    “Students come to the classroom with an understanding of the world based on their previous experiences,” said Dr. Carol O’Donnell, Senior Executive and Director of the Smithsonian Science Education Center. “When students have an opportunity to access their prior knowledge, use it to make initial explanations of a phenomenon, and integrate that prior knowledge with classroom investigations, they will gain a deeper understanding of how the natural world works. The new Edition gives students more opportunities to explain phenomena and solve problems by integrating their knowledge from past experiences with carefully chosen investigations, digital interactives, and informational text.”

    During field testing of the version, many educators provided feedback and enjoyed the student-driven emphasis of the investigations. Here is one of the helpful comments from 2nd Edition beta testers about the grade 4 engineering unit: “I have never had the students come up with goals for a successful solution,” said Michele Hayes, 4th grade teacher at St. John’s School in Houston, TX. “This was difficult for them, but they came up with great ideas. I will definitely use this when doing future STEM projects.”

    Every lesson provides opportunities for students to practice and reinforce foundational reading and math skills. Explaining phenomena and solving problems provides motivation for students to read, write, and discuss for purpose. Students read for purpose to find evidence that explains what is confusing or surprising to them. Notebooking in science gives students opportunities to engage with the writing process, write for a purpose and a place to record and organize their design and testing plans, collected data, ideas and explanations of phenomena, and claims based on evidence.

    Students talk to each other to design a solution together, brainstorm how to test it, and plan how to make it better. Students speak to each other and to the class as they ask and answer their own questions and communicate the results of their investigations through presentations.

    Developers at theSmithsonian Science Education Center leveraged their incredible curiosity about the amazing things the researchers and curators are investigating at the Smithsonian and wove that into a student-driven grades K to 5 curriculum. So the students who use Smithsonian Science for the Classroom and its accompanying literacy series, Smithsonian Science Stories, aren’t just getting a cohesive, engaging, NGSS-aligned curriculum, they are getting a chance to “visit” the Smithsonian and peer into the art, culture and history through the readings. The curriculum was voted the most culturally relevant science program by the National Science Teaching Association in BEST of STEM 2023 awards.

    3D Assessment

    The modules integrate science and engineering seamlessly, as intended by NGSS. Guidance is provided through call-out boxes on where, when and how students are applying the three dimensions of NGSS (e.g., disciplinary core ideas, science and engineering practices, and cross-cutting concepts). This is especially useful for teachers who are relatively new to NGSS and also ensures that students are engaged in 3D learning. A new comprehensive Assessment Map in the Teacher’s Guide for each module illustrates how students progress in building skills and knowledge throughout the module. Formative and checkpoint assessments build to the module summative performance assessment, which is a science or engineering design challenge. The assessment table format makes it fast and easy for teachers to use “in the moment” assessment guidance.3D assessment assists teachers in gauging how well students are progressing in all three dimensions through a variety of assessed performance tasks and written assessments. Three-dimensional assessments required by the latest standards are performance based. Students apply their content knowledge to complete a task and answer open-ended questions about phenomena. Understanding is demonstrated in a variety of ways where students apply their knowledge and skills to a scenario. Teachers need to provide evidence that students can apply their knowledge appropriately and are building on their existing knowledge and skills in ways that lead to deeper understanding of the scientific and engineering practices, crosscutting concepts, and disciplinary core ideas.

    “The new edition of Smithsonian Science for the Classroom drives the powerful, three-dimensional learning and assessment intended by NGSS,” said Jim Parrish, President and CEO at Carolina Biological Supply Company. “It builds upon the original research foundation to 1) develop scientific literacy while reinforcing foundational skills in reading and math, 2) emphasize experiential learning; and 3) provide access to culturally relevant content only available through the Smithsonian Institution. The 2nd Edition provides more opportunities for all students’ ideas to drive investigation of phenomena and problems and to make sense of their natural world.”

    Availability

    All modules from Smithsonian Science for the Classroom, 2nd Edition, will be available for schools to purchase in the 2024-2025 school year through Carolina. It includes print and digital components, as well as hands-on materials. The program includes 24 modules for grades K to 5. Each module includes a print-format Teacher Guide, a set of 16 Smithsonian Science Stories readers, a set of 10 Student Activity Guides (grades 3-5), a class kit of hands-on materials to supply 32 students, and digital access to the Teacher Guide and student literacy materials. Prices start at $650 for one grade-level module through Carolina. Refurbishment sets are also available starting at $200 to refill the hands-on consumables for subsequent use of the module. An upgrade kit for current users will be available for purchase. Below-grade and Spanish versions of the readers are also available for purchase. For information, visit Carolina’s website, call (800) 334-5551, or e-mail curriculum@carolina.com.

    Smithsonian Science Education Center

    The mission of the  Smithsonian Science Education Center is to transform and improve the teaching and learning of science for PreK-12 students in the United States and throughout the world. Established in 1985 as the National Science Resources Center (NSRC) under the sponsorship of two prestigious institutions – the Smithsonian Institution and the National Academy of Sciences – the Center is dedicated to the establishment of effective science programs for all students. The Smithsonian Science Education Center works to build awareness for PreK-12 science education reform among global, state, and district leaders; conducts programs that support the professional growth of PreK-12 teachers and school leaders; and engages in research and curriculum development in partnership with it is publisher, Carolina Biological Supply Company, the sole source provider of STC™, STCMS™, and Smithsonian Science for the Classroom™.

    Carolina Biological Supply Company

    From its beginnings in 1927, Carolina ( www.carolina.com) has grown to become the leading supplier of biological and other science teaching materials in the world. Headquartered in Burlington, NC, Carolina serves customers worldwide, including teachers, students, and professionals in science and health-related fields. The company is still privately owned by descendants of the founder, geology and biology professor Dr. Thomas E. Powell Jr.                                                                                                

    * NGSS is a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)





    ESchool News Staff

    Source link

  • Have Digital Portfolios Come of Age?

    Have Digital Portfolios Come of Age?

    It’s one of the longest-running promises of edtech: Have students provide proof of work online. Get better assessment results. Provide students agency and enable them to express themselves creatively. Take teaching and learning to the next level.

    For the most part, we’re still waiting. But not Gary Heidt, who leads the Innovation Lab at Perkiomen Valley HS in Pennsylvania and is a champion of a tool called Unrulr. In this conversation, we discuss the implementation and impact of Unrulr in his classroom, where he tries to focus on creating a more human and reflective learning experience. Joining us was Aaron Schorn, Head of Growth and Community at Unrulr to detail how students can document their learning moments, create exit ticket reflections, engage in discussion boards, and build larger learning journeys.

    Here’s a link to a blog post that dives deep into Gary’s experiences when it comes to documentation and Unrulr. And here’s a link to the portfolio that Uses Unrulr public links throughout to tell the story of one student’s project journey.

    Key highlights include:

    1. Purpose-Driven Learning: Unrulr supports purpose-driven learning by enabling students to work on projects that are not only self-driven but also impactful on a community level.
    2. Agile Project Management Approach: The tool facilitates a flexible and agile approach to project management, incorporating concepts like Agile and scrums to adapt to different timelines and individual schedules.
    3. Building a Learning Community: Gary creates a sense of community by allowing students to publish and share their work not only with teachers but also with peers, fostering collaboration, support, and a deeper understanding of the learning process.
    4. Digital Portfolio Differentiation: According to Gary, Unrulr stands out as a process portfolio that goes beyond showcasing final products. It emphasizes the documentation of the learning process itself, allowing students to create dynamic portfolios that evolve over time.
    5. Reflection and Feedback: The tool encourages reflection, both from students and teachers, providing a space for individuals to assess their progress, share insights, and receive feedback. This reflective approach is seen as essential for meaningful learning.
    6. Equity of Access: Gary says Unrulr ensures equity of access by offering a web browser version in addition to a mobile version, accommodating various devices and school policies regarding technology use.
    7. Slow Approach to Learning: Gary mentions a “slow approach” to education, emphasizing the importance of making room for reflection and providing feedback. This approach contrasts with a rushed curriculum, aiming for a deeper understanding of content.
    Kevin Hogan
    Latest posts by Kevin Hogan (see all)

    Kevin Hogan

    Source link

  • Committee for Children Joins Forces with Aperture Education to Integrate Assessments and Curriculum to Build Social-Emotional Skills

    Committee for Children Joins Forces with Aperture Education to Integrate Assessments and Curriculum to Build Social-Emotional Skills

    Charlotte N.C. – Aperture Education, a Riverside Insights company and the leading provider of social-emotional skills assessment and intervention solutions, and Committee for Children, the leading provider of social-emotional curriculum programs in the U.S., announced today that they will partner to offer four co-developed assessments to support schools in demonstrating the impact of evidence-based social and emotional programs. 

    Built from the Aperture DESSA suite, these assessments complement Committee for Children’s Second Step® programs, which are research-based social-emotional learning (SEL) curricula developed to nurture SEL in children’s daily lives, both in and outside of the classroom. By having integrated assessment and curriculum tools, educators can gain valuable insights from reliable, real-time data about instructional effectiveness and the impact of SEL curriculum on students.

    “As schools introduce social-emotional learning into their curriculum, it’s imperative to show how these investments translate into improved outcomes for their students. Years of evidence show how Second Step improves critical life skills and mental wellbeing,” said Riverside Insights CEO Vivek Kartha. “We are proud to collaborate with the Committee for Children and contribute to improving student outcomes by aligning our gold standard DESSA assessments with their world-class curriculum.”

    Committee for Children’s research- and evidence-based Second Step programs include SEL curricula for early learning through middle school, with additional offerings for out-of-school time and adults. Second Step programs are used in 45,000 schools across all 50 states and reach 26.9 million children worldwide annually. Second Step helps students build vital skills for success, like effective communication, resilience and problem-solving. Research shows that teaching these life skills has positive, lasting effects on students, including improved academic achievement in areas such as math, reading and writing.

    Aperture’s strengths-based assessments for Second Step are standardized, nationally normed and exceed professional standards for psychometric rigor. They will enable educators in grades K-8 to assess a student’s social and emotional skills in less than five minutes and offer middle school students the ability to self-report. Empowered with their own results, students gain agency to offer a key voice in their learning and development. Educators can access student data in real-time via Aperture’s highly scalable platform, and users will find it easy to navigate between the two company’s offerings. This collaboration ensures that users can access results aligned to program language and appropriately measure skills that are taught through Second Step.

    “Our partnership with Aperture enables us to offer our school community partners something they’ve been seeking: a high-quality assessment tool aligned to their Second Step curriculum,” said Committee for Children CEO Andrea Lovanhill. “By bringing easy-to-use, data-driven DESSA assessments to schools using our Second Step programs, teachers and support staff will have access to data that quickly and reliably illustrates whether students are learning the skills taught through the program and growing their competencies, as well as where additional instructional support may be needed. This partnership provides school and district leaders with a validated assessment to identify which classrooms and schools need additional implementation support and gives them a way to evaluate the return on their investment in the Second Step program.”

    This first-of-its-kind partnership will support district decision making as school budgets are growing tighter and education leaders look to vendors to prove that their products are producing outcomes for students and seek ways to get more value from existing products. 

    The assessments will be available for Second Step schools to purchase in early 2024. For more information, email info@apertureed.com. 

    About Committee for Children

    Committee for Children is a global nonprofit that has championed the safety and well-being of children through bullying prevention, child protection, and social-emotional learning for more than 40 years. With a history of action and influence, we’re known as a leader in social-emotional education and a force in advocacy, research, and innovation in the field. We take a comprehensive approach to SEL, promoting social-emotional well-being from birth to early adulthood—supporting not just classrooms, but entire communities. As our programs impact the lives of more than 26.9 million children per year, we rise to meet societal challenges to ensure children everywhere can thrive. Visit cfchildren.org to learn more.

    About Aperture Education

    Aperture Education has empowered over 6,500 schools and out-of-school time programs across North America to measure, strengthen, and support social and emotional competence in K-12 youth and educators. The Aperture System includes the DESSA suite of strength-based assessments, aligned intervention strategies, and robust reporting, all in one easy-to-use digital platform. This system enables education leaders to make strategic, data-based decisions to champion mental wellbeing, support life skill development, and foster stronger communities within their organizations. Aperture has supported more than three million students in their social and emotional growth and continues to develop innovative solutions to bring the whole child into focus. To learn more, visit www.ApertureEd.com. 

    About Riverside Insights

    Riverside Insights, one of the nation’s leading and most long-standing developers of research-based assessments, is led by a powerful mission: to provide insights that help elevate potential and enrich the lives of students, patients, employees, and organizations globally. For more information, visit www.RiversideInsights.com.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • EdTech Leader Swivl Expands Its Toolset, Launching the Mirror

    EdTech Leader Swivl Expands Its Toolset, Launching the Mirror

    MENLO PARK, Calif. (Newswire.com) –  Swivl, a future-ready edtech company with a suite of reflective tools, announced today the addition of its newest tool, Mirror, an AI-enabled hardware and software platform that automates reflection and brings valuable metacognitive insights for educators. The Mirror aims to partner with teachers and help them develop the metacognition and even higher-order skills students need to thrive with AI.

    Reflection holds untapped potential to revolutionize education and prepare students for life in an AI-driven world. Automated reflection can help solve the intrinsic motivation challenge by fostering goal alignment on both individual and communal levels, expediting learning processes, and establishing fresh assessment benchmarks. The time of exclusively grading based on results is behind us; assessing reflection is now crucial for advancing education.

    In today’s classroom, there’s not enough time for students to accurately reflect and for teachers to obtain this data. According to a  study conducted by the Bill and Melinda Gates Foundation, on average, American teachers only have three minutes per hour of instructional time to devote to activities that allow students to reflect on their learning. The Mirror makes it easier to apply reflection to more learning scenarios and will enable teachers to gather reflection insights quickly. 

    “After observing classrooms for more than a decade, we believe the implementation of AI into student learning must be done intentionally, and one of the biggest opportunities is in helping them reflect,” said Brian Lamb, CEO and co-founder of Swivl. “Reflection is incredibly powerful, but it has been left behind other edtech advances. Fortunately, the Mirror allows educators and students to easily and regularly reflect throughout the learning experience and develop skills, creating short-term and long-term benefits.”

    The Mirror requires minimal teacher setup and can serve as a self-service kiosk, enabling students to engage in reflection at their convenience. Teachers have the flexibility to define recording goals and arrange activities for both individuals and small groups. These simple or multi-step activities encompass a wide range of tools for recording skills, discussions, visual thinking, and even mindful breaks. The device, designed for versatility, is rugged and portable to accommodate various usage scenarios.

    “With the Mirror, teachers can spend less time setting up and gathering reflections and more time focusing on applying their insights,” continued Lamb. “This brings the benefit of a more goal-aligned classroom and develops stronger metacognitive skills than ever — an essential skill for thriving in an AI-driven world.”

    The Mirror is available today with expected delivery within 30 days. Swivl is kicking off the launch with The Innovator’s Program, a limited-time campaign for schools to partner with them on the software features that will be seamlessly delivered over the air with each month of use. As part of this partnership, participants can acquire the Mirror at a reduced cost and, in exchange, contribute a second Mirror to a school of their preference.

    For more information on Swivl and Mirror, visit  swivl.com/mirrorcampaign and view this video:  https://vimeo.com/880856866/21e3d80e2b.

    ABOUT SWIVL 

    Swivl is a future-ready edtech company with a suite of reflective tools. The company built its foundation in education with tools to support the development of classroom management skills. With over a decade of operation, Swivl has expanded to cover a full range of reflection applications for students and teachers.

    Source: Swivl

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    ESchool News Staff

    Source link

  • Big Deals—AI GUIDANCE for Schools Toolkit, Assessment PD for Teachers, and EV Buses Hit the Road.

    Big Deals—AI GUIDANCE for Schools Toolkit, Assessment PD for Teachers, and EV Buses Hit the Road.

    This month, TeachAI, an initiative led by Code.org, ETS, the International Society of Technology in Education, Khan Academy, and the World Economic Forum, launched an AI Guidance for Schools toolkit to help education systems globally address gaps in AI guidance and policy. This resource was co-authored by Code.org, CoSN, Digital Promise, European EdTech Alliance, and PACE with input and review from policymakers, school leaders, teachers and leading tech organizations.

    A recent global survey by UNESCO found that only seven percent of schools worldwide provided guidance on the proper use of AI in classrooms. The toolkit provides a framework for incorporating AI in education, real-world policy examples, sample guidance language, and resources aimed at staff, parents, and students.

    Create your Free Account to Continue Reading

    eSchool News is Free for qualified educators. Sign up or login
    to access all our K-12 news and resources.

    Please confirm your email address

    More News from eSchool News

    A new survey of K-8 teachers and students from LEGO Education found that nearly all (98 percent) of students say purposeful play helps them learn and the majority (96 percent) of teachers believe it’s more effective than traditional methods

    Can team teaching break the constraints of conventional schooling?

    Teacher burnout is a real and growing challenge for US K–12 schools. Last year, school district leaders reported a 4 percent increase in teacher turnover according to a nationally representative survey from RAND.

    Is “re-inventing education” more than a cliché?

    Anthony Salcito, Chief Institution Business Officer at Nerdy, touches upon the impact of the pandemic on education, the role of teachers, the evolution and challenges of tutoring in the education landscape, and, of course, the potential of AI in education.

    How one hero educator gives students workforce skills and experience

    Tom Lamont is the painting and design technology instructor at Blackstone Valley Regional Vocational Technical High School (BVT), in Upton, Massachusetts. Mr. Lamont offers his vocational high school students a unique hands-on opportunity to learn about the design industry and to prepare for jobs in the workforce.

    School leaders need to create opportunities for teachers as well as for students

    While some of the recent efforts focused on recruiting more teachers of color have paid off, keeping those teachers in our schools and classrooms is an urgent challenge. 

    5 positive ways students can use AI

    You’ve heard all the news about kids using ChatGPT to cheat, but there’s another side to this story. Just as the internet revolutionized education, AI will be the next game-changer.

    The importance of agency in successful edtech adoptions

    Education is changing because the world is changing. During the pandemic, teachers and students rapidly adopted new tools to pivot to remote and hybrid learning.

    How a true teacher hero advocates for student equity and belonging

    Now in his 10th year of teaching, John Arthur’s students have gained national recognition as champions for children and immigrants like them through music videos and other digital content they create and share across platforms.

    Building a representative STEM pipeline needs to start in kindergarten

    I believe that the low supply of STEM professionals can be attributed to significant barriers to entry originating in educational settings–this is to no fault of teachers and administrators, but how the educational system is structured.

    3 best practices to create a STEM-focused school

    The benefits of STEM (science, technology, engineering and math) education are numerous, and one would be hard-pressed to find a school district that doesn’t have a project, initiative, class, or lesson with the acronym in its title. 

    Want to share a great resource? Let us know at submissions@eschoolmedia.com.

    Kevin Hogan

    Source link

  • AVID Products Enhances Listening Experience With Release of USB-C Audio Solutions

    AVID Products Enhances Listening Experience With Release of USB-C Audio Solutions


    MIDDLETOWN, R.I., June 28, 2023 (Newswire.com)
    –
    AVID Products, a leading developer of award-winning audio solutions for learning and beyond, is thrilled to announce the launch of its latest offerings designed to elevate the way we listen and connect. With the introduction of the AE-35C headphone and AE-36C headset, both featuring USB-C connections, AVID Products is helping to create more immersive and accessible audio experiences. In addition, AVID will be releasing a USB-C to 3.5mm headset adapter, ensuring seamless compatibility across a wide range of devices. As with all AVID audio solutions, these releases offer best-in-class safety, meeting the strictest of compliances for peace of mind.

    The AE-35C headphone combines AVID’s sound engineering proficiency with the reliability of a USB-C connection. With its sleek design and ergonomic fit, the AE-35C offers exceptional comfort, allowing listeners to enjoy their favorite content for extended periods. The USB-C connection allows for versatility across a variety of devices and applications.

    For those seeking a reliable listening and communication experience, the AE-36C headset is the perfect choice. With a noise-canceling, adjustable boom microphone, the AE-36C delivers outstanding clarity during learning and assessments, online engagement, and virtual settings. The headset’s USB-C connection delivers optimal performance and compatibility with common devices, including laptops, smartphones, and tablets.

    Recognizing the need for connectivity versatility, AVID Products is also releasing a USB-C to 3.5mm headset adapter. This accessory allows users to connect their existing audio devices with a 3.5mm headphone or headset jack to USB-C devices for a hassle-free transition.

    “AVID Products has always been committed to delivering mindful, innovative, and accessible audio solutions that enhance our customers’ everyday experiences,” said Tom Finn, CEO of AVID Products. “With the launch of the AE-35C headphone and AE-36C headset, along with our USB-C to 3.5mm adapter, we are proud to provide our users with superior audio quality, enhanced functionality, and improved connectivity.”

    The AE-35C and AE-36C are now available for purchase, with the adapter being available in late summer. Customers can connect with a team member toll-free at 888.575.AVID, or click to find an authorized reseller or distributor to experience the next generation of AVID audio solutions firsthand.

    About AVID Products

    Established in 1953, AVID Products is a 100 percent employee-owned audio company committed to empowering your learning journey through mindful, innovative, and accessible audio solutions. With over 70 years of experience in the audio industry, AVID continues to develop award-winning, innovative solutions from learning to tele-health to travel, that keep us moving, growing, and connected.

    Looking to responsibly dispose of your old headphone, headsets, and earbuds at no cost?

    AVID provides everyone with a simple and easy way to recycle e-waste. Accepting all models at no cost to you. Learn more about their FREE RECYCLE PROGRAM today. Together we can make a difference.

    AVID Sales Contact

    Michael Logan, Chief Commercial Officer, mlogan@avidproducts.com

    Source: AVID Products, Inc.

    Source link