ReportWire

Tag: classroom

  • Why critical data literacy belongs in every K–12 classroom

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    Key points:

    An unexpected group of presenters–11th graders from Whitney M. Young Magnet High School in Chicago–made a splash at this year’s ACM Conference on Fairness, Accountability, and Transparency (FAccT). These students captivated seasoned researchers and professionals with their insights on how school environments shape students’ views of AI. “I wanted our project to serve as a window into the eyes of high school students,” said Autumn Moon, one of the student researchers.

    What enabled these students to contribute meaningfully to a conference dominated by PhDs and industry veterans was their critical data literacy–the ability to understand, question, and evaluate the ethics of complex systems like AI using data. They developed these skills through their school’s Data is Power program.

    Launched last year, Data is Power is a collaboration among K-12 educators, AI ethics researchers, and the Young Data Scientists League. The program includes four pilot modules that are aligned to K-12 standards and cover underexplored but essential topics in AI ethics, including labor and environmental impacts. The goal is to teach AI ethics by focusing on community-relevant topics chosen by our educators with input from students, all while fostering critical data literacy. For example, Autumn’s class in Chicago used AI ethics as a lens to help students distinguish between evidence-based research and AI propaganda. Students in Phoenix explored how conversational AI affects different neighborhoods in their city.

    Why does the Data is Power program focus on critical data literacy? In my former role leading a diverse AI team at Amazon, I saw that technical skills alone weren’t enough. We needed people who could navigate cultural nuance, question assumptions, and collaborate across disciplines. Some of the most technically proficient candidates struggled to apply their knowledge to real-world problems. In contrast, team members trained in critical data literacy–those who understood both the math and the societal context of the models–were better equipped to build responsible, practical tools. They also knew when not to build something.

    As AI becomes more embedded in our lives, and many students feel anxious about AI supplanting their job prospects, critical data literacy is a skill that is not just future-proof–it is future-necessary. Students (and all of us) need the ability to grapple with and think critically about AI and data in their lives and careers, no matter what they choose to pursue. As Milton Johnson, a physics and engineering teacher at Bioscience High School in Phoenix, told me: “AI is going to be one of those things where, as a society, we have a responsibility to make sure everyone has access in multiple ways.”

    Critical data literacy is as much about the humanities as it is about STEM. “AI is not just for computer scientists,” said Karren Boatner, who taught Autumn in her English literature class at Whitney M. Young Magnet High School. For Karren, who hadn’t considered herself a “math person” previously, one of the most surprising parts of the program was how much she and her students enjoyed a game-based module that used middle school math to explain how AI “learns.” Connecting math and literature to culturally relevant, real-world issues helps students see both subjects in a new light.

    As AI continues to reshape our world, schools must rethink how to teach about it. Critical data literacy helps students see the relevance of what they’re learning, empowering them to ask better questions and make more informed decisions. It also helps educators connect classroom content to students’ lived experiences.

    If education leaders want to prepare students for the future–not just as workers, but as informed citizens–they must invest in critical data literacy now. As Angela Nguyen, one of our undergraduate scholars from Stanford, said in her Data is Power talk: “Data is power–especially youth and data. All of us, whether qualitative or quantitative, can be great collectors of meaningful data that helps educate our own communities.”

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    Evan Shieh, Young Data Scientists League

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  • Back-to-school success for all: Building vital classroom skills

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    Key points:

    As students and teachers prepare for a new school year, it’s important to remember that success in the classroom isn’t just about academics; it’s about supporting the whole child. From motor skills and posture to organization, focus, and sensory regulation, the right strategies can make the learning process smoother and more enjoyable for everyone. 

    While occupational therapy (OT) is often associated with special education, many OTs like me use and share the supportive tips and tools described below in general education settings to benefit all learners. By integrating simple, classroom-friendly strategies into daily routines, teachers can help students build independence and confidence and see long-term success. 

    Motor skills

    One of the most crucial areas to address is motor skills. Many children entering kindergarten have not yet fully mastered tasks such as cutting or forming letters and shapes correctly. Simple strategies can encourage independence, such as using a “scissor template” taped to a desk to guide proper finger placement or offering verbal cues like “thumbs up” to remind children how to hold the tool correctly. Encouraging the use of a “helper hand” to move the paper reinforces bilateral coordination.

    For writing, providing small pencils or broken crayons helps children develop a mature grasp pattern and better handwriting skills. Posture is equally important; children should sit with their feet flat on the floor and their elbows slightly above the tabletop. Adjustable desks, sturdy footrests, or non-slip mats can all help. Structured warm-up activities like animal walks or yoga poses before seated work also prepare the sensory system for focus and promote better posture while completing these tasks.

    Executive function

    Equally important are executive function skills–organization, planning, and self-regulation techniques–that lay the foundation for academic achievement. Teachers can support these skills by using visual reminders, checklists, and color-coded materials to boost organization. Breaking larger assignments into smaller tasks and using timers can help children manage their time effectively. Tools such as social stories, behavior charts, and reward systems can motivate learners and improve impulse control, self-awareness, and flexibility.

    Social-emotional learning

    Social-emotional learning (SEL) is another vital area of focus, because navigating relationships can be tricky for children. Social-emotional learning helps learners understand their emotions, express them appropriately, and recognize what to expect from others and their environment.

    Traditional playground games like Red Light/Green Lightor Simon Says encourage turn-taking and following directions. Structured programs such as the Zones of Regulation use color-coded illustrations to help children recognize their emotions and respond constructively. For example, the “blue zone” represents low energy or boredom, the “green zone” is calm and focused, the “yellow zone” signals fidgetiness or loss of control, and the “red zone” reflects anger or frustration. Creating a personalized “menu” of coping strategies–such as deep breathing, counting to 10, or squeezing a stress ball–gives children practical tools to manage their emotions. Keeping a card with these strategies at their desks makes it easy to remember to leverage those tools in the future. Even something as simple as caring for a class pet can encourage empathy, responsibility, and social growth.

    Body awareness

    Body awareness and smooth transitions are also key to a successful classroom environment. Some children struggle to maintain personal space or focus during activities like walking in line. Teachers can prepare students for hall walking with warm-up exercises such as vertical jumps or marching in place. Keeping young children’s hands busy–by carrying books rather than using a cart–also helps. Alternating between tiptoe and heel walking can further engage students during key transitions. To build awareness of personal space, teachers can use inflatable cushions, small carpet squares, or marked spots on the floor. Encouraging children to stretch their arms outward as a guide reinforces boundaries in shared spaces as well.

    Sensory processing

    Supporting sensory processing benefits all learners by promoting focus and regulation. A sensory-friendly classroom might include fabric light covers to reduce glare, or subtle scent cues used intentionally to calm or energize students at different times. Scheduled motor breaks during transitions–such as yoga stretches, pushing, pulling, or stomping activities–help reset the sensory system. For students with higher sensory needs, a “calming corner” with mats, pillows, weighted blankets, and quiet activities provides a safe retreat for regaining focus.

    The vital role of occupational therapists in schools

    Employing OTs as full-time staff in school districts ensures these strategies and tools are implemented effectively and provides ongoing support for both students and educators alike. With OTs integrated into daily classroom activities, student challenges can be addressed early, preventing them from becoming larger problems. Skill deficits requiring more intensive intervention can be identified without delay as well. Research demonstrates that collaboration between OTs and teachers–through shared strategies and co-teaching–leads to improved student outcomes.

    Wishing you a successful and rewarding school year ahead!

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    Linda Rini, OTD, MS, OTR/L, CLC, Touro University School of Health Sciences Occupational Therapy Program

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  • The advantages of supplementing curriculum

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    Key points:

    Classroom teachers are handed a curriculum they must use when teaching. That specific curriculum is designed to bring uniformity, equity, and accountability into classrooms. It is meant to ensure that every child has access to instruction that is aligned with state standards. The specific curriculum provides a roadmap for instruction, but anyone who has spent time in a classroom knows that no single curriculum can fully meet the needs of every student.

    In other words, even the most carefully designed curriculum cannot anticipate the individual needs of every learner or the nuances of every classroom. This is why supplementing curriculum is a vital action that skilled educators engage in. Supplementing curriculum does not mean that teachers are not teaching the required curriculum. In fact, it means they are doing even more to ensure student success.

    Students arrive with different strengths, challenges, and interests. Supplementing curriculum allows teachers to bridge inevitable gaps within their students.  For example, a math unit may assume fluency with multiplying and dividing fractions, but some students may not recall that skill, while others are ready to compute with mixed numbers. With supplementary resources, a teacher can provide both targeted remediation and enrichment opportunities. Without supplementing the curriculum, one group may fall behind or the other may become disengaged.

    Supplementing curriculum can help make learning relevant. Many curricula are written to be broad and standardized. Students are more likely to connect with lessons when they see themselves reflected in the content, so switching a novel based on the population of students can assist in mastering the standard at hand.   

    Inclusion is another critical reason to supplement. No classroom is made up of one single type of learner. Students with disabilities may need graphic organizers or audio versions of texts. English learners may benefit from bilingual presentations of material or visual aids. A curriculum may hit all the standards of a grade, but cannot anticipate the varying needs of students. When a teacher intentionally supplements the curriculum, every child has a pathway to success.

    Lastly, supplementing empowers teachers. Teaching is not about delivering a script; it is a profession built on expertise and creativity. When teachers supplement the prescribed curriculum, they demonstrate professional judgment and enhance the mandated framework. This leads to a classroom where learning is accessible, engaging, and responsive.

    A provided curriculum is the structure of a car, but supplementary resources are the wheels that let the students move. When done intentionally, supplementing curriculum enables every student to be reached. In the end, the most successful classrooms are not those that follow a book, but those where teachers skillfully use supplementary curriculum to benefit all learners. Supplementing curriculum does not mean that a teacher is not using the curriculum–it simply means they are doing more to benefit their students even more.

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    Dr. Yuvraj Verma, Bessemer City Middle School and William Howard Taft University

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  • Supporting neurodiverse learners requires more than accommodation: It demands systemic change

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    Key points:

    Approximately 1 in 5 children in the United States are estimated to be neurodivergent, representing a spectrum of learning and thinking differences such as autism, ADHD, dyslexia, and more. These children experience the world in unique and valuable ways, but too often, our education systems fail to recognize or nurture their potential. In an already challenging educational landscape, where studies show a growing lack of school readiness nationwide, it is more important than ever to ensure that neurodivergent young learners receive the resources and support they need to succeed.

    Early support and intervention

    As President and CEO of Collaborative for Children, I have personally seen the impact that high-quality early childhood education can have on a child’s trajectory. Birth to age five is the most critical window for brain development, laying the foundation for lifelong learning, behavior, and health. However, many children are entering their academic years without the basic skills needed to flourish. For neurodivergent children, who often need tailored approaches to learning, the gap is even wider.

    Research indicates that early intervention, initiated within the first three years of life, can significantly enhance outcomes for neurodivergent children. Children who receive individualized support are more likely to develop stronger language, problem-solving, and social skills. These gains not only help in the classroom but can also lead to higher self-confidence, better relationships and improved well-being into adulthood.

    The Collaborative for Children difference

    Collaborative for Children in Houston focuses on early childhood education and is committed to creating inclusive environments where all children can thrive. In Houston, we have established 125 Centers of Excellence within our early childhood learning network. The Centers of Excellence program helps child care providers deliver high-quality early education that prepares children for kindergarten and beyond. Unlike drop-in daycare, our certified early childhood education model focuses on long-term development, combining research-backed curriculum, business support and family engagement.

    This year, we are expanding our efforts by providing enhanced training to center staff and classroom teachers, equipping them with effective strategies to support neurodivergent learners. These efforts will focus on implementing practical, evidence-based approaches that make a real difference.

    Actionable strategies

    As educators and leaders, we need to reimagine how learning environments are designed and delivered. Among the most effective actionable strategies are:

    • Creating sensory-friendly classrooms that reduce environmental stressors like noise, lighting, and clutter to help children stay calm and focused.
    • Offering flexible learning formats to meet a range of communication, motor, and cognitive styles, including visual aids, movement-based activities, and assistive technology.
    • Training teachers to recognize and respond to diverse behaviors with empathy and without stigma, so that what is often misinterpreted as “disruption” is instead seen as a signal of unmet needs.
    • Partnering with families to create support plans tailored to each child’s strengths and challenges to ensure continuity between home and classroom.
    • Incorporating play-based learning that promotes executive functioning, creativity, and social-emotional development, especially for children who struggle in more traditional formats.

    Benefits of inclusive early education

    Investing in inclusive, high-quality early education has meaningful benefits not only for neurodivergent children, but for other students, educators, families and the broader community. Research indicates that neurotypical students who learn alongside neurodivergent peers develop critical social-emotional skills such as patience, compassion and acceptance. Training in inclusive practices can help educators gain the confidence and tools needed to effectively support a wide range of learning styles and behaviors as well as foster a more responsive learning environment.

    Prioritizing inclusive early education can also create strong bonds between families and schools. These partnerships empower caregivers to play an active role in their child’s development, helping them navigate challenges and access critical resources early on. Having this type of support can be transformative for families by reducing feelings of isolation and reinforcing that their child is seen, valued, and supported.

    The benefits of inclusive early education extend far beyond the classroom. When neurodivergent children receive the support they need early in life, it lays the groundwork for increased workforce readiness. Long-term economic gains can include higher employment rates and greater earning potential for individuals. 

    Early childhood education must evolve to meet the needs of neurodivergent learners. We cannot afford to overlook the importance of early intervention and tailored learning environments. If we are serious about improving outcomes for all children, we must act now and commit to inclusivity as a core pillar of our approach. When we support all children early, everyone benefits.

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    Dr. Melanie Johnson, Collaborative for Children

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  • New research highlights the importance and challenges of K-12 student engagement

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    This press release originally appeared online.

    Key points:

    While there is wide agreement that student engagement plays a vital role in learning, educators continue to face uncertainty about what engagement looks like, how best to measure it, and how to sustain it, according to a new study from Discovery Education. 

    Education Insights 2025–2026: Fueling Learning Through Engagement captures prevailing attitudes and beliefs on the topic of engagement from 1,398 superintendents, teachers, parents, and students from across the United States. Survey data was collected in May 2025 by Hanover Research on behalf of Discovery Education. 

    “Discovery Education conducted the Education Insights report to gain a deeper understanding of how engagement is defined, observed, and nurtured in K-12 classrooms nationwide, and we are thankful to the participants who shared their perspectives and insights with us,” said Brian Shaw, Discovery Education’s Chief Executive Officer. “One of the most important findings of this report is that engagement is seen as essential to learning, but is inconsistently defined, observed, and supported in K-12 classrooms. I believe this highlights the need for a more standardized approach to measuring student engagement and connecting it to academic achievement. Discovery Education has embarked on an effort to address those challenges, and we look forward to sharing more as our work progresses.” 

    Key findings of the Education Insights 2025–2026: Fueling Learning Through Engagement report include: 

    Engagement is broadly recognized as a key driver of learning and success. Ninety-three percent of educators surveyed agreed that student engagement is a critical metric for understanding overall achievement, and 99 percent of superintendents polled believe student engagement is one of the top predictors of success at school. Finally, 92 percent of students said that engaging lessons make school more enjoyable. 

    But educators disagree on the top indicators of engagement. Seventy-two percent of teachers rated asking thoughtful questions as the strongest indicator of student engagement. However, 54 percent of superintendents identified performing well on assessments as a top engagement indicator. This is nearly twice as high as teachers, who rank assessments among the lowest indicators of engagement. 

    School leaders and teachers disagree on if their schools have systems for measuring engagement. While 99 percent of superintendents and 88 percent of principals said their district has an intentional approach for measuring engagement, only 60 percent of teachers agreed. Further, nearly one-third of teachers said that a lack of clear, shared definitions of student engagement is a top challenge to measuring engagement effectively. 

    Educators and students differ on their perceptions of engagement levels. While 63 percent of students agreed with the statement “Students are highly engaged in school,” only 45 percent of teachers and 51 percent of principals surveyed agreed with the same statement.  

    Students rate their own engagement much higher than their peers. Seventy percent of elementary students perceived themselves as engaged, but only 42 percent perceived their peers as engaged. Fifty-nine percent of middle school students perceived themselves engaged in learning, but only 36 percent perceived their peers as engaged. Finally, 61 percent of high school students perceived themselves as engaged, but only 39 percent described their peers as engaged. 

    Proximity to learning changes impressions of AI. Two-thirds of students believe AI could help them learn faster, yet fewer than half of teachers report using AI themselves to complete tasks. Only 57 percent of teachers agreed with the statement “I frequently learn about positive ways students are using AI,” while 87 percent of principals and 98 percent of superintendents agree. Likewise, only 53 percent of teachers agreed with the statement “I am excited about the potential for AI to support teaching and learning,” while 83 percent of principals and 94 percent of superintendents agreed. 

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    Stephen Wakefield

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  • 5 keys to AI success: A roadmap for K–12 administrators

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    Key points:

    Like many educators, I have strong feelings about the abundance of artificial intelligence now used in schools. Some teachers choose to take a Gandalf approach to AI and declare that it “SHALL NOT PASS!” the doors to their classroom. Others adopt what could be called a Champman’s Homer attitude, one of awe and wonder at the vast new horizon of possibility laid out before them. Mine has been an equal mix of excitement and frustration. I believe there really are some powerful, transformative technologies out there that have the potential to revolutionize education in countless ways. Unfortunately, right now, we are not implementing them particularly well.

    So, how do we introduce AI into our classrooms so that it elevates student curiosity, creativity, and critical thinking? I believe there are five keys to making this a successful reality:

    1. Vision: There are many ways to be a great teacher and build a positive learning environment, and each school has its own unique flavor of excellence. The presence of AI shouldn’t change schools’ fundamental visions; rather, leaders should help to identify ways in which new technologies can work in service of their broader mission. Grounding AI in that reality is where we start–as you embark on your AI journey, it helps to know clearly where you’re headed!
    2. Agreement: Consensus is vital when it comes to including AI in schools.If it’s going to be used, it’s important to build broad agreement on where, when, and how it should be used. This can be challenging, but it’s not impossible. By gathering diverse stakeholders together–teachers, parents, students, staff–schools can draft social contracts that specify AI’s role and limits in learning. This gets everyone pulling in the same direction and invested in a shared goal.
    3. Learning: One interesting aspect of AI is that right now, everybody is learning how to use it–including teachers! There are so many different tools and strategies that can be used to spark deep learning. Teachers need training that helps them to explore these possibilities and get hands-on experience, seeing for themselves just what these tools can do for them. That way, they are better equipped to help students use AI ethically, responsibly, and effectively.   
    4. Unleashing: Once teachers have been exposed to the different ways AI tools can effectively promote deeper learning, we want to unleash them in the classroom. Every classroom has its own unique set of needs, and teachers should test whether these new AI tools and techniques have a positive impact on their students. One way to think about it is to think of the school as a beehive. Bees don’t move together in a swarm–instead, they spread out, searching for the most productive areas and bringing their findings back to the hive. In the same way, teachers should take their new knowledge into the classroom and test to see how well it performs before sharing their findings with everyone else.         
    5. Evaluation: Every educator knows that making mistakes is a part of the learning process. With every new technology will comes drawbacks, unforeseen problems, and well-laid plans that don’t reach fruition. What matters is our willingness to evaluate what works, what doesn’t, and change our approach accordingly. One helpful strategy is to have teachers get together in groups and share what is and isn’t working for them. This allows the best practices to be shared throughout the community while also connecting educators who are facing similar problems.      

    All technology can be used for good or for ill. While the growing presence of AI can make some teachers nervous, it doesn’t change the fundamental mission of education or the role we play in fostering student growth. Instead, teachers and administrators should view this as an opportunity to further transform our classrooms into spaces that spark student inquiry. Let’s embrace the challenge before us and work together to build a future for our students where technology amplifies their learning but never defines it.

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    Ben Talsma, Van Andel Institute for Education

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  • Choice-ready: Exploring a new standard for preparing students for the future of work

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    Key points:

    According to the World Economic Forum’s Future of Jobs Report 2025, nearly 40 percent of workers’ core skills will change in just the next five years. As AI, automation, and global connectivity continue to reshape every industry, today’s students are stepping into a world where lifelong careers in a single field are increasingly rare.

    Rather than following a straight path, the most successful professionals tomorrow will be able to pivot, reinvent, and adapt again and again. That’s why the goal of education must also shift. Instead of preparing students for a fixed destination, we must prepare them to navigate change itself.

    At Rockingham County Schools (RCS), this belief is at the heart of our mission to ensure every student is “choice-ready.” Rather than just asking, “What job will this student have?” we’re asking, “Will they be ready to succeed in whatever path they choose now and 10 years from now?”

    Choice-ready is a mindset, not just a pathway

    Let’s start with a quick analogy: Not long ago, the NBA underwent a major transformation. For decades, basketball was largely a two-point game with teams focused on scoring inside the arc. But over time, the strategy shifted to where it is today: a three-point league, where teams that invest in long-range shooters open up the floor, score more efficiently, and consistently outperform those stuck in old models. The teams that adapted reshaped the game. The ones that didn’t have fallen behind.

    Education is facing a similar moment. If we prepare students for a narrow, outdated version of success that prepares them for one track, one career, or one outcome, we risk leaving them unprepared for a world that rewards agility, range, and innovation.

    At RCS, we take a global approach to education to avoid this. Being “choice-ready” means equipping students with the mindset and flexibility to pursue many possible futures, and a global approach expands that readiness by exposing them to a broader range of competencies and real-world situations. This exposure prepares them to navigate the variety of contexts they will encounter as professionals. Rather than locking them into a specific plan, it helps them develop the ability to shift when industries, interests, and opportunities change.

    The core competencies to embrace this mindset and flexibility include:

    • Creative and analytical thinking, which help solve new problems in new contexts
    • Empathy and collaboration, which are essential for dynamic teams and cross-sector work
    • Confidence and communication, which are built through student-led projects and real-world learning

    RCS also brings students into the conversation. They’re invited to shape their learning environment by giving their input on district policies around AI, cell phone use, and dress codes. This encourages engagement and ownership that helps them build the soft skills and self-direction that today’s workforce demands.

    The 4 E’s: A vision for holistic student readiness and flexibility

    To turn this philosophy into action, we developed a four-part framework to support every student’s readiness:

    1. Enlisted: Prepared for military service
    2. Enrolled: Ready for college or higher education
    3. Educated: Grounded in academic and life skills
    4. Entrepreneur: Equipped to create, innovate, and take initiative

    That fourth “E”–entrepreneur–is unique to RCS and especially powerful. It signals that students can create their opportunities rather than waiting for them. In one standout example, a student who began producing and selling digital sound files online explored both creative and commercial skill sets.

    These categories aren’t silos. A student might enlist, then enroll in college, then start a business. That’s the whole point: Choice-ready students can move fluidly from one path to another as their interests–and the world–evolve.

    The role of global education

    Global education is a framework that prepares students to understand the world, appreciate different perspectives, and engage with real-world issues across local and global contexts. It emphasizes transferable skills—such as adaptability, empathy, and critical thinking—that students need to thrive in an unpredictable future.

    At RCS, global education strengthens student readiness through:

    • Dual language immersion, which gives students a competitive edge in a multilingual, interconnected workforce
    • Cultural exposure, which builds resilience, empathy, and cross-cultural competence
    • Real-world learning, which connects academic content to relevant, global challenges

    These experiences prepare students to shift between roles, industries, and even countries with confidence.

    Redesigning career exploration: Early exposure and real skills

    Because we don’t know what future careers will be, we embed career exploration across K-12 to ensure students develop self-awareness and transferable skills early on.

    One of our best examples is the Paxton Patterson Labs in middle schools, where students explore real-world roles, such as practicing dental procedures on models rather than just watching videos.

    Through our career and technical education and innovation program at the high school level, students can:

    • Earn industry-recognized credentials.
    • Collaborate with local small business owners.
    • Graduate workforce-ready with the option to pursue higher education later.

    For students who need immediate income after graduation, RCS offers meaningful preparation that doesn’t close off future opportunities, keeping those doors open.

    And across the system, RCS tracks success by student engagement and ownership, both indicators that a learner is building confidence, agency, and readiness to adapt. This focus on student engagement and preparing students for the world postgraduation is already paying dividends. During the 2024-25 school year, RCS was able to increase the percentage of students scoring proficient on the ACT by more than 20 points to 44 percent. Additionally, RCS increased both the number of students who took AP exams and the number who received a passing score by 12 points to 48 percent.

    Preparing students for a moving target

    RCS knows that workforce readiness is a moving target. That’s why the district continues to evolve with it. Our ongoing focus areas include:

    • Helping graduates become lifelong learners who can retrain and reskill as needed
    • Raising awareness of AI’s influence on learning, creativity, and work
    • Expanding career exploration opportunities that prioritize transferable, human-centered skills

    We don’t know exactly what the future holds. We do know that students who can adapt, pivot, and move confidently from one career path to another will be the most prepared–because the most important outcome isn’t fitting students into today’s job market but preparing them to create value in tomorrow’s.

    At Rockingham County Schools, that’s what being “choice-ready” really means. It’s not about predicting the future. It’s about preparing students to thrive within it wherever it leads.

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    Dr. John Stover, Rockingham County Schools

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  • Sacramento parents, students protest replacement of teacher over carpet removal

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    Nearly 100 parents and students gathered at Thursday’s Sacramento City Unified School District board meeting to protest the removal of Jeanine Rupert, a sixth-grade teacher at Phoebe A. Hearst Elementary School.The removal comes after an incident at the end of last school year, when Rupert and her students removed old carpeting from her classroom, which may have contained asbestos. “She was removed from the classroom without due process, without cause. And secretly!” James Frazee, a parent at the meeting, said. “This was done on a Friday before a three-day weekend, and told she can’t show up. And this is allegedly over pulling up carpet.”Parents and students spoke in support of Rupert, describing her as an incredible teacher and role model.”I think it’s a horrible loss for our school to lose her,” one student said.”Mrs. Rupert has been the leader. She’s been an absolute joy to the school,” a parent added. “She’s been somebody who’s constantly helping our students, not just in the classroom, but outside the classroom.”Another student expressed deep admiration for their teacher.”I personally think that Mrs. Rupert was just one of the most magical teachers, maybe in the history of the world,” they said.The district claims Rupert was removed after the carpet was taken out, but stated: “The District’s fact-gathering and investigation into the matter were just completed earlier this week. The determination was made that none of the asbestos tiles underneath the classroom carpet had been damaged when students were present. The removal of the carpet did not cause a disturbance that would cause exposure to asbestos.Nonetheless, now that the investigation is complete, District staff will begin the process of reaching out to individual families to reassure them of their student’s safety and provide any necessary support.”Rupert’s father attended the meeting, sharing that his daughter has been devastated by her removal. “She tried to get it replaced for five years, and she decided to take it on her own. She’s torn up. She’s given her life to Phoebe Hearst,” said Tim O’Brien, Rupert’s father.Many families are confused by the district’s handling of the situation. “It blows the mind to think that somebody would be removed for something like that. She has a track record of excellence in the classroom,” one parent said.”I can’t believe that she’s getting fired for one carpet. That doesn’t make any sense to me,” a student added.Community members organized quickly after the district changed Thursday night’s meeting time. Organizers were expected to give public comment at 6 p.m.”It was around 4 o’clock when it was supposed to be at 5,” one attendee said.”It was a complete lack of transparency because it was unclear when we were supposed to be able to come and speak,” another person at the meeting added.The district stated that Rupert was not fired and remains employed, but parents reported receiving an email from Principal Brooke Fahey indicating she has been replaced by another teacher set to start on Sept. 8. The district says, “Mrs. Rupert will be teaching at a different school this year.” KCRA posed multiple follow-up questions to the district regarding the situation, including where Rupert will be teaching, and has yet to hear back. See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    SACRAMENTO, Calif. —

    Nearly 100 parents and students gathered at Thursday’s Sacramento City Unified School District board meeting to protest the removal of Jeanine Rupert, a sixth-grade teacher at Phoebe A. Hearst Elementary School.

    The removal comes after an incident at the end of last school year, when Rupert and her students removed old carpeting from her classroom, which may have contained asbestos.

    “She was removed from the classroom without due process, without cause. And secretly!” James Frazee, a parent at the meeting, said. “This was done on a Friday before a three-day weekend, and told she can’t show up. And this is allegedly over pulling up carpet.”

    Parents and students spoke in support of Rupert, describing her as an incredible teacher and role model.

    “I think it’s a horrible loss for our school to lose her,” one student said.

    “Mrs. Rupert has been the leader. She’s been an absolute joy to the school,” a parent added. “She’s been somebody who’s constantly helping our students, not just in the classroom, but outside the classroom.”

    Another student expressed deep admiration for their teacher.

    “I personally think that Mrs. Rupert was just one of the most magical teachers, maybe in the history of the world,” they said.

    The district claims Rupert was removed after the carpet was taken out, but stated:

    “The District’s fact-gathering and investigation into the matter were just completed earlier this week. The determination was made that none of the asbestos tiles underneath the classroom carpet had been damaged when students were present. The removal of the carpet did not cause a disturbance that would cause exposure to asbestos.

    Nonetheless, now that the investigation is complete, District staff will begin the process of reaching out to individual families to reassure them of their student’s safety and provide any necessary support.”

    Rupert’s father attended the meeting, sharing that his daughter has been devastated by her removal.

    “She tried to get it replaced for five years, and she decided to take it on her own. She’s torn up. She’s given her life to Phoebe Hearst,” said Tim O’Brien, Rupert’s father.

    Many families are confused by the district’s handling of the situation.

    “It blows the mind to think that somebody would be removed for something like that. She has a track record of excellence in the classroom,” one parent said.

    “I can’t believe that she’s getting fired for one carpet. That doesn’t make any sense to me,” a student added.

    Community members organized quickly after the district changed Thursday night’s meeting time. Organizers were expected to give public comment at 6 p.m.

    “It was around 4 o’clock when it was supposed to be at 5,” one attendee said.

    “It was a complete lack of transparency because it was unclear when we were supposed to be able to come and speak,” another person at the meeting added.

    The district stated that Rupert was not fired and remains employed, but parents reported receiving an email from Principal Brooke Fahey indicating she has been replaced by another teacher set to start on Sept. 8.

    The district says, “Mrs. Rupert will be teaching at a different school this year.”

    KCRA posed multiple follow-up questions to the district regarding the situation, including where Rupert will be teaching, and has yet to hear back.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

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  • 4 tips to create an engaging digital syllabus

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    Key points:

    Back-to-school season arrives every year with a mixed bag of emotions for most educators, including anticipation and excitement, but also anxiety. The opportunity to catch up with friendly colleagues and the reward of helping students connect with material also comes with concern about how best to present and communicate that material in a way that resonates with a new classroom.

    An annual challenge for K-12 educators is creating a syllabus that engages students and will be used throughout the year to mutual benefit rather than tucked in a folder and forgotten about. Today’s digital transformation can be a means for educators to create a more dynamic and engaging syllabus that meets students’ and parents’ needs.

    While it can be overwhelming to think about learning any new education technology, the good news about a digital syllabi is that anyone who’s sent a digital calendar invite has already done most of the technical-learning legwork. The more prescient task will be learning the best practices that engage students and enable deeper learning throughout the year. 

    Step one: Ditch the PDFs and print-outs

    Creating a syllabus that works begins with educators stepping into the shoes of their students. K-12 classrooms are full of students who are oriented around the digital world. Where textbooks and binders were once the tools of the trade for students, laptops and iPads have largely taken over. This creates an opportunity for teachers to create more dynamic syllabi via digital calendars, rather than printed off or static PDFs with lists of dates, deadlines, and relevant details that will surely change as the year progresses. In fact, many learning management systems (LMS) already have useful calendar features for this reason. Again, teachers need only know the best way to use them. The digital format offers flexibility and connectivity that old-school syllabi simply can’t hold a candle to.

    Tips for creating an effective digital syllabus

    Classroom settings and imperatives can vary wildly, and so can the preferences of individual educators. Optimization in this case is in the eye of the beholder, but consider a few ideas that may wind up on your personal best practices list for building out your digital syllabus every year around this time:

    Make accessing the most up-to-date version of the syllabus as frictionless as possible for students and parents. Don’t attach your syllabus as a static PDF buried in an LMS. Instead, opt-in to the calendar most LMS platforms offer for the mutual benefit of educators, students, and parents. To maximize engagement and efficiency, teachers can create a subscription calendar in addition or as an alternative to the LMS calendar. Subscription calendars create a live link between the course syllabus and students’ and/or parents’ own digital calendar ecosystem, such as Google Calendar or Outlook. Instead of logging into the LMS to check upcoming dates, assignments, or project deadlines, the information becomes more accessible as it integrates into their monthly, weekly, and daily schedules, mitigating the chance of a missed assignment or even parent-teacher conference. Students and parents only have to opt-in to these calendars once at the beginning of the academic year, but any of the inevitable changes and updates to the syllabus throughout the year are reflected immediately in their personal calendar, making it simpler and easier for educators to ensure no important date is ever missed. While few LMS offer this option within the platform, subscription calendar links are like any hyperlink–easy to share in emails, LMS message notifications, and more.

    Leverage the calendar description feature. Virtually every digital calendar provides an option to include a description. This is where educators should include assignment details, such as which textbook pages to read, links to videos or course material, grading rubrics, or more. 

    Color-code calendar invitations for visual information processors. Support different types of information processors in the classroom by taking the time to color-code the syllabus. For example, purple for project deadlines, red for big exams, yellow for homework assignment due dates. Consistency and routine are key, especially for younger students and busy parents. Color-coding, or even the consistent naming and formatting of events and deadlines, can make a large impact on students meeting deadlines.

    Encourage further classroom engagement by integrating digital syllabus “Easter eggs.” Analog syllabi often contain Easter eggs that reward students who read it all the way through. Digital syllabi can include similar engaging surprises, but they’re easy to add throughout the year. Hide extra-credit opportunities in the description of an assignment deadline or add an invitation for last-minute office hours ahead of a big quiz or exam. It could be as simple as a prompt for students to draw their favorite animal at the bottom of an assignment for an extra credit point. If students are aware that these opportunities could creep up in the calendar, it keeps them engaged and perhaps strengthens the habit of checking their classroom syllabus.

    While the start of the new school year is the perfect time to introduce a digital syllabus into the classroom, it’s important for educators to keep their own bandwidth and comfortability in mind. Commit to one semester with a digital syllabus and spend time learning the basic features and note how the classroom responds. From there, layer in more advanced features or functionality that helps students without being cumbersome to manage. Over time, educators will learn what works best for them, their students and parents, and the digital syllabus will be a classroom tool that simplifies classroom management and drives more engagement year-round. 

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    Joep Leussink, AddEvent

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  • 5 ways to infuse AI into your classroom this school year

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    Key points:

    As artificial intelligence (AI) continues to reshape the educational landscape, teachers have a unique opportunity to model how to use it responsibly, creatively, and strategically.

    Rather than viewing AI as a threat or distraction, we can reframe it as a tool for empowerment and efficiency–one that allows us to meet student needs in more personalized, inclusive, and imaginative ways. Whether you’re an AI beginner or already experimenting with generative tools, here are five ways to infuse AI into your classroom this school year:

    1. Co-plan lessons with an AI assistant

    AI platforms like ChatGPT, Eduaide.ai, and MagicSchool.ai can generate lesson frameworks aligned to standards, differentiate tasks for diverse learners, and offer fresh ideas for student engagement. Teachers can even co-create activities with students by prompting AI together in real time.

    Try this: Ask your AI assistant to create a standards-aligned lesson that includes a formative check and a scaffold for ELLs–then adjust to your style and class needs.

    2. Personalize feedback without the time drain

    AI can streamline your feedback process by suggesting draft comments on student work based on rubrics you provide. This is particularly helpful for writing-intensive courses or project-based learning.

    Ethical reminder: Always review and personalize AI-generated feedback to maintain professional judgment and student trust.

    3. Support multilingual learners in real time

    AI tools like Google Translate, Microsoft Immersive Reader, and Read&Write can help bridge language gaps by offering simplified texts, translated materials, and visual vocabulary support.

    Even better: Teach students to use these tools independently to foster agency and access.

    4. Teach AI literacy as a 21st-century skill

    Students are already using AI–let’s teach them to use it well. Dedicate time to discuss how AI works, how to prompt effectively, and how to critically evaluate its outputs for bias, credibility, and accuracy.

    Try this mini-lesson: “3 Prompts, 3 Results.” Have students input the same research question into three AI tools and compare the results for depth, accuracy, and tone.

    5. Automate the tedious–refocus on relationships

    From generating rubrics and newsletters to drafting permission slips and analyzing formative assessment data, AI can reduce the clerical load. This frees up your most valuable resource: time.

    Pro tip: Use AI to pre-write behavior plans, follow-up emails, or even lesson exit ticket summaries.

    The future of AI

    AI won’t replace teachers–but teachers who learn how to use AI thoughtfully may find themselves with more energy, better tools, and deeper student engagement than ever before. As the school year begins, let’s lead by example and embrace AI not as a shortcut, but as a catalyst for growth.

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    Timothy Montalvo, Iona University

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  • Tips, tools, and truths: Making PD meaningful in today’s classrooms

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    Key points:

    As a classroom teacher and district leader with over 26 years of experience, I’ve attended countless professional development (PD) sessions. Some were transformative, others forgettable. But one thing has remained constant: the need for PD that inspires, equips, and connects educators. Research shows that effective PD focuses on instructional practice and connects to both classroom materials and real- world contexts.

    I began my teaching career in 1999 through an alternative certification program, eager to learn and grow. That enthusiasm hasn’t waned–I still consider myself a lifelong learner. But over time, I realized that not all PD is created equal. Too often, sessions felt like a checkbox exercise, with educators asking, “Why do I have to be here?” instead of “How can I grow from this?”

    Here are some of my favorite PD resources and experiences:

    edWeb

    edWeb is free to join, and once you’re in, you can dive into as many sessions as you want. The service offers a live calendar of events or on-demand webinars covering a range of topics. Plus, the webinars come with CE certificates, which are approved for teacher re-licensure in states like New York, Massachusetts, Texas, Pennsylvania, Arkansas, Utah, and Nevada.

    You can go deeper into the state-specific options with an interactive map. I also love the community aspect of the platform, as you can connect with peers and learn from experts on so many topics for all preK-12 educators.

    Career Connect
    This summer, I attended the Discovery Education Summer of Learning Series at the BMW facility in Spartanburg, South Carolina, for a day-long professional learning event focused on workforce readiness and preparing students for evolving career landscapes. It was an energizing day being surrounded by passionate educators. One standout resource we dove into more deeply is Career Connect by Discovery Education. Career Connect is within Discovery Education Experience and is available to all educators in South Carolina by the Department of Education.

    This is quickly becoming a priority tool in our district. With early access in the spring, we’ve integrated it across grade levels–from elementary STEM classrooms to our Career Center. The platform offers students live interactions with professionals in various fields, making career exploration both engaging and real. I witnessed this firsthand during a virtual visit with an engineer from Charlotte, N.C., whose insights captivated our students and sparked meaningful conversations about future possibilities.

    Professional Development Hub
    The ASCD + ISTE professional learning hub offers sessions on innovative approaches and tools to design and implement standards-aligned curriculum. Each session is led by educators, authors, researchers, and practitioners who are experts in professional learning. Schools and districts receive a needs assessment, so you know the learning is tailored to what educators really need and want.

    Tips for Meaningful PD
    With over 26 years of experience as a classroom teacher and district leader, I have participated in my fair share of professional learning opportunities. I like to joke that my career began in the late 1900s, but professional development sessions from those first few years of teaching now do feel like they were from a century ago compared to the possibilities presented to teachers and leaders today.

    Over these decades I’ve seen a lot of good, and bad, sessions. Here are my top tips to make PD actually engaging:

    • Choose PD that aligns with your goals. Seek out sessions that connect directly to your teaching practice or leadership role.
    • Engage with a community. Learning alongside passionate educators makes a huge difference. The Summer of Learning event reminded me how energizing it is to be surrounded by people who lift you up.
    • Explore tech tools that extend learning. Platforms like Career Connect and others aren’t just add-ons–they’re gateways to deeper engagement and real-world relevance.

    Professional development should be a “want to,” not a “have to.” To get there, though, the PD needs to be thoughtfully designed and purpose-driven. These resources above reignited my passion for learning and reminded me of the power of connection–between educators, students, and the world beyond the classroom.

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    Grace Maliska

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  • 3 steps to build belonging in the classroom

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    Key points:

    The first few weeks of school are more than a fresh start–they’re a powerful opportunity to lay the foundation for the relationships, habits, and learning that will define the rest of the year. During this time, students begin to decide whether they feel safe, valued, and connected in your classroom.

    The stakes are high. According to the 2023 Youth Risk Behavior Survey, only 55 percent of students reported feeling connected to their school. That gap matters: Research consistently shows that a lack of belonging can harm grades, attendance, and classroom behavior. Conversely, a strong sense of belonging not only boosts academic self-efficacy but also supports physical and mental well-being.

    In my work helping hundreds of districts and schools implement character development and future-ready skills programs, I’ve seen how intentionally fostering belonging from day one sets students–and educators–up for success. Patterns from schools that do this well have emerged, and these practices are worth replicating.

    Here are three proven steps to build belonging right from the start.

    1. Break the ice with purpose

    Icebreakers might sound like old news, but the reality is that they work. Research shows these activities can significantly increase engagement and participation while fostering a greater sense of community. Students often describe improved classroom atmosphere, more willingness to speak up, and deeper peer connections after just a few sessions.

    Some educators may worry that playful activities detract from a serious academic tone. In practice, they do the opposite. By helping students break down communication barriers, icebreakers pave the way for risk-taking, collaboration, and honest reflection–skills essential for deep learning.

    Consider starting with activities that combine movement, play, and social awareness:

    • Quick-think challenges: Build energy and self-awareness by rewarding quick and accurate responses.
    • Collaborative missions: Engage students working toward a shared goal that demands communication and teamwork.
    • Listen + act games: Help students develop adaptability through lighthearted games that involve following changing instructions in real time.

    These activities are more than “fun warm-ups.” They set a tone that learning here will be active, cooperative, and inclusive.

    2. Strengthen executive functioning for individual and collective success

    When we talk about belonging, executive functioning skills–like planning, prioritizing, and self-monitoring–may not be the first thing we think of. Yet they’re deeply connected. Students who can organize their work, set goals, and regulate their emotions are better prepared to contribute positively to the class community.

    Research backs this up. In a study of sixth graders, explicit instruction in executive functioning improved academics, social competence, and self-regulation. For educators, building these skills benefits both the individual and the group.

    Here are a few ways to embed executive functioning into the early weeks:

    • Task prioritization exercise: Help students identify and rank their tasks, building awareness of time and focus.
    • Strengths + goals mapping: Guide students to recognize their strengths and set values-aligned goals, fostering agency.
    • Mindful check-ins: Support holistic well-being by teaching students to name their emotions and practice stress-relief strategies.

    One especially powerful approach is co-creating class norms. When students help define what a supportive, productive classroom looks like, they feel ownership over the space. They’re more invested in maintaining it, more likely to hold each other accountable, and better able to self-regulate toward the group’s shared vision.

    3. Go beyond the first week to build deeper connections

    Icebreakers are a great start, but true belonging comes from sustained, meaningful connection. It’s tempting to think that once names are learned and routines are set, the work is done–but the deeper benefits come from keeping this focus alive alongside academics.

    The payoff is significant. School connectedness has been shown to reduce violence, protect against risky behaviors, and support long-term health and success. In other words, connection is not a “nice to have”–it’s a protective factor with lasting impact.

    Here are some deeper connection strategies:

    • Shared values agreement: Similar to creating class norms, identify the behaviors that promote safety, kindness, and understanding.
    • Story swap: Have students share an experience or interest with a partner, then introduce each other to the class.
    • Promote empathy in action: Teach students to articulate needs, seek clarification, and advocate for themselves and others.

    These activities help students see one another as whole people, capable of compassion and understanding across differences. That human connection creates an environment where everyone can learn more effectively.

    Take it campus-wide

    These strategies aren’t limited to students. Adults on campus benefit from them, too. Professional development can start with icebreakers adapted for adults. Department or PLC meetings can incorporate goal-setting and reflective check-ins. Activities that build empathy and connection among staff help create a healthy, supportive adult culture that models the belonging we want students to experience.

    When teachers feel connected and supported, they are more able to foster the same in their classrooms. That ripple effect–staff to students, students to peers–creates a stronger, more resilient school community.

    Belonging isn’t a single event; it’s a practice. Start the year with purpose, keep connection alive alongside academic goals, and watch how it transforms your classroom and your campus culture. In doing so, you’ll give students more than a positive school year. You’ll give them tools and relationships they can carry for life.

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    Brandy Arnold, Wayfinder 

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  • In training educators to use AI, we must not outsource the foundational work of teaching

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

    I was conferencing with a group of students when I heard the excitement building across my third grade classroom. A boy at the back table had been working on his catapult project for over an hour through our science lesson, into recess, and now during personalized learning time. I watched him adjust the wooden arm for what felt like the 20th time, measure another launch distance, and scribble numbers on his increasingly messy data sheet.

    “The longer arm launches farther!” he announced to no one in particular, his voice carrying the matter-of-fact tone of someone who had just uncovered a truth about the universe. I felt that familiar teacher thrill, not because I had successfully delivered a physics lesson, but because I hadn’t taught him anything at all.

    Last year, all of my students chose a topic they wanted to explore and pursued a personal learning project about it. This particular student had discovered the relationship between lever arm length and projectile distance entirely through his own experiments, which involved mathematics, physics, history, and data visualization.

    Other students drifted over to try his longer-armed design, and soon, a cluster of 8-year-olds were debating trajectory angles and comparing medieval siege engines to ancient Chinese catapults.

    They were doing exactly what I dream of as an educator: learning because they wanted to know, not because they had to perform.

    Then, just recently, I read about the American Federation of Teachers’ new $23 million partnership with Microsoft, OpenAI, and Anthropic to train educators how to use AI “wisely, safely and ethically.” The training sessions would teach them how to generate lesson plans and “microwave” routine communications with artificial intelligence.

    My heart sank.

    As an elementary teacher who also conducts independent research on the intersection of AI and education, and writes the ‘Algorithmic Mind’ column about it for Psychology Today, I live in the uncomfortable space between what technology promises and what children actually need. Yes, I use AI, but only for administrative work like drafting parent newsletters, organizing student data, and filling out required curriculum planning documents. It saves me hours on repetitive tasks that have nothing to do with teaching.

    I’m all for showing educators how to use AI to cut down on rote work. But I fear the AFT’s $23 million initiative isn’t about administrative efficiency. According to their press release, they’re training teachers to use AI for “instructional planning” and as a “thought partner” for teaching decisions. One featured teacher describes using AI tools to help her communicate “in the right voice” when she’s burned out. Another says AI can assist with “late-night lesson planning.”

    That sounds more like outsourcing the foundational work of teaching.

    Watching my student discover physics principles through intrinsic curiosity reminded me why this matters so much. When we start relying on AI to plan our lessons and find our teaching voice, we’re replacing human judgment with algorithmic thinking at the very moment students need us most. We’re prioritizing the product of teaching over the process of learning.

    Most teachers I talk to share similar concerns about AI. They focus on cheating and plagiarism. They worry about students outsourcing their thinking and how to assess learning when they can’t tell if students actually understand anything. The uncomfortable truth is that students have always found ways to avoid genuine thinking when we value products over process. I used SparkNotes. Others used Google. Now, students use ChatGPT.

    The problem is not technology; it’s that we continue prioritizing finished products over messy learning processes. And as long as education rewards predetermined answers over curiosity, students will find shortcuts.

    That’s why teachers need professional development that moves in the opposite direction. They need PD that helps them facilitate genuine inquiry and human connection; foster classrooms where confusion is valued as a precursor to understanding; and develop in students an intrinsic motivation.

    When I think about that boy measuring launch distances with handmade tools, I realize he was demonstrating the distinctly human capacity to ask questions that only he wanted to address. He didn’t need me to structure his investigation or discovery. He needed the freedom to explore, materials to experiment with, and time to pursue his curiosity wherever it led.

    The learning happened not because I efficiently delivered content, but because I stepped back and trusted his natural drive to understand.

    Children don’t need teachers who can generate lesson plans faster or give AI-generated feedback, but educators who can inspire questions, model intellectual courage, and create communities where wonder thrives and real-world problems are solved.

    The future belongs to those who can combine computational tools with human wisdom, ethics, and creativity. But this requires us to maintain the cognitive independence to guide AI systems rather than becoming dependent on them.

    Every time I watch my students make unexpected connections, I’m reminded that the most important learning happens in the spaces between subjects, in the questions that emerge from genuine curiosity, in the collaborative thinking that builds knowledge through relationships. We can’t microwave that. And we shouldn’t try.

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

    For more news on AI in education, visit eSN’s Digital Learning hub.

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    Timothy Cook, Chalkbeat

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  • 4 ways to transform your classroom through playful gamification 

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    Key points:

    Every educator hopes to instill a lifelong love of learning within their students. We strive to make each lesson engaging, while igniting a sense of curiosity, wonder, and discovery in every child.

    Unfortunately, we don’t always succeed, and recent reports suggest that today’s students are struggling to connect with the material they’re taught in school–particularly when it comes to STEM. While there are many potential culprits behind these numbers (shortened attention spans, the presence of phones, dependency on AI, etc.), educators should still take a moment to reflect and strategize when preparing a new lesson for their class. If we truly want to foster a growth mindset within our students, we need to provide lessons that invite them to embrace the learning process itself.

    One way to accomplish this is through gamification. Gamification brings the motivational elements of games into your everyday lessons. It increases student engagement, builds perseverance, and promotes a growth mindset. When used strategically, it helps learners take ownership of their progress and encourages creativity and collaboration without sacrificing academic rigor.

    Here are just 4 ways that educators can transform their classroom through playful gamification:

    1. Introduce points and badges: Modern video games like Pokémon and Minecraft frequently use achievements to guide new players through the gaming process. Teachers can do the same by assigning points to different activities that students can acquire throughout the week. These experience points can also double as currency that students can exchange for small rewards, such as extra free time or an end-of-year pizza party.
    2. Create choice boards: Choice boards provide students with a range of task options, each with a point value or challenge level. You can assign themes or badges for completing tasks in a certain sequence (e.g., “complete a column” or “complete one of each difficulty level”). This allows students to take ownership of their learning path and pace, while still hitting key learning targets.
    3. Host a digital breakout: Virtual escape rooms and digital breakouts are great for fostering engagement and getting students to think outside the box. By challenging students to solve content-based puzzles to unlock “locks” or progress through scenarios, they’re encouraged to think creatively while also collaborating with their peers. They’re the ideal activity for reviewing classwork and reinforcing key concepts across subjects.
    4. Boss battle assessments: This gamified review activity has students “battle” a fictional character by answering questions or completing tasks. Each correct response helps them defeat the boss, which can be tracked with points, health bars, or progress meters. This engaging format turns practice into a collaborative challenge, building excitement and reinforcing content mastery.

    When implemented correctly, gamification can be incredibly fun and rewarding for our students. With the fall semester drawing closer, there has never been a better time to prepare lessons that will spark student curiosity, creativity, and critical thinking.

    We can show our students that STEM learning is not a chore, but a gateway to discovery and excitement. So, get your pencils ready, and let the games begin.

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    Cory Kavanagh, Van Andel Institute for Education

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  • HelloReef Aquarium Kits Earn STEM Authentication and Highest Honor of “Best in STEM”

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    Both Clownfish and GloFish kits ranked in the top 5% of all products evaluated by STEM.org Educational Research™ Organization


    GOLDEN VALLEY, Minn., January 13, 2025 (Newswire.com)
    –
    Aperture Pet & Life, the integrated company for some of the most innovative brands in the aquatics industry is pleased to announce that the HelloReef Aquarium kits are now STEM Authenticated and have been honored with “BEST in STEM” by STEM.org Educational Research™ (SER).

    SER’s “Best In STEM” list honors the top STEM toys, games and products that innovate in science, technology, engineering and mathematics. HelloReef was named in the top 5% of all 750 products evaluated.

    “HelloReef Aquarium Kits distinguish themselves as exceptional, ranking among the top 5% of all STEM products evaluated by our organization. This innovation not only serves as an entryway to the diverse fields of science, technology, engineering, and mathematics but does so through a compelling, interactive experience”, said Andrew B. Raupp, Founder, STEM.org Educational Research™ “The HelloReef Kits demonstrate the profound capacity to ignite curiosity and nurture lifelong learning across the full spectrum of STEM disciplines, inviting users to delve into a world where education and imagination converge.”

    SER has a long history reporting on scientific breakthroughs, technological revolutions and societal changes and uses a rigorous 100-point scoring rubric to evaluate all toys, games and products.

    “We are thrilled that our HelloReef kits were recognized as “Best in STEM” by the esteemed STEM.org Educational Research™ organization” said Natalie Strahan, CEO, Aperture. “To not only support educators with a product that delivers on all facets of STEM but also help inspire the next generation of aquarists to enjoy and care for aquatic animals while they learn key, lifelong STEM principles, is a true honor.”

    Available in both a saltwater kit where aquarists can enjoy and learn about the remarkable symbiotic relationship between clownfish and anemones and a freshwater kit where they can enjoy the magic of caring for enchanting, fluorescent GloFish, HelloReef aquarium kits offer an innovative and unparalleled experience in setting up and maintaining an aquarium.

    Each kit puts caring for the animals at the center of the experience and come with everything needed including premium equipment, a gift card toward their first animals and importantly, access to an interactive closed community with HelloReef Coach Matthew Zahler, a renowned aquarist and former educator, who shares decades of experiences to guide aquarists along their journey. Via step-by-step videos and badges they earn as they hit key milestones, aquarists learn the what, why and how of being a responsible and successful aquarist and how to truly care for a thriving ecosystem. Additionally, 2% of net proceeds from each kit is donated to organizations doing critical work to support ocean conservation, like The Florida Aquarium.

    In keeping with SER’s commitment to unbiased evaluations, the Best In STEM Top Toys and Games list for 2024-2025 powered by: STEM.org Educational Research™ is one of the few unsolicited roundups in which brands do not pay to be featured.

    “All of the items selected are based solely on the product’s merit,” Raupp says. “The products on this list are there because they truly are the best.”

    For more information or to purchase HelloReef All-in-One Clownfish and GloFish Aquarium Kits, visit www.helloreef.com or fine retailers across the country.

    About Aperture Pet & Life

    Aperture is a leading online retailer, manufacturer and distributor of products in over 50 countries through an integrated platform including the industry’s leading online marketplace for saltwater aquarists, development of world-class products for the success of saltwater and freshwater aquariums and one of the pet industry’s largest YouTube platforms, with over 400,000 subscribers and 110 million views. Through its banner brands Bulk Reef Supply, Neptune Systems, EcoTech Marine, Aquaillumination, HelloReef and AquaReady, the company offers products and resources customers need to create thriving ecosystems and that support critical research for the conservation of our world’s barrier reefs and marine life. For more information, visit www.apetlife.com

    About STEM.org Educational Research™

    Founded in 2001, STEM.org Educational Research™ (SER) is the longest continuously operating, privately held STEM education research and credentialing organization in America. SER works closely with educators, NGOs, companies, and schools to establish a set of proven benchmarks for STEM programs. These resources have led to the world’s most recognized and decentralized, blockchain-secured STEM credentialing framework: STEM.org Accredited™ for programs, STEM.org Certified™ for people, STEM.org Reviewed™ for publishers, and STEM.org Authenticated™ for products.

    Contact Information

    Jay Sperandio
    Vice President, Marketing
    jay.sperandio@apetlife.com

    Source: Aperture, LLC

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  • 3 key opportunities to address education’s biggest challenges

    3 key opportunities to address education’s biggest challenges

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    Key points:

    While most students say they are eager to learn and say they feel a strong sense of belonging in school, teachers still face challenges that slow improvements in student engagement and learning outcomes, according to a new report from Discovery Education.

    Teachers are eager to embrace changes that produce positive outcomes, but major barriers to those outcomes remain, according to The Education Insights Report by Discovery Education.

    The report reveals key areas of opportunity for addressing student engagement and captures prevailing attitudes and beliefs from superintendents, teachers, parents, and students.

    Three focus areas emerged in the report:

    1. All stakeholders must foster student engagement to motivate curiosity, inspire exploration, and activate effective learning. Research shows that students who are engaged are more likely to find learning interesting and empowering. Sixty-eight percent of teachers say that getting students excited about learning is a top challenge for them. What’s more, almost all teachers and students (94 percent) agree that curiosity is key to unlocking learning, but 80 percent of students say there are not enough opportunities to be curious. Students must be appropriately challenged in their learning, and prioritizing curiosity and exploration can fuel student engagement.

    2. Career exploration and 21st-century skill development are increasingly critical because teachers, parents, and students feel concerned about students’ preparedness for the future as the workforce evolves. When students see how their current studies connect to potential career paths, they are more likely to be motivated and invested in their education. This integration of curiosity-driven learning and practical exploration of future opportunities guides students toward both academic and career success. Sixty-seven percent of students worry that their education is not evolving to meet future workforce needs. Seventy-four percent of superintendents believe student preparedness for job opportunities has improved compared to five years ago, while only 41 percent of teachers agree. As educators work to engage and motivate students, survey findings suggest they must sharpen their focus in two key areas to better prepare students for the future–career readiness and developing interpersonal skills.

    3. Providing more targeted support for teachers and students can increase confidence and improve outcomes. Studies show that teachers who feel supported are more likely to experience job satisfaction and remain in the profession longer, creating a more stable and effective learning environment for students. Research consistently shows that personalized learning approaches–where
    instruction is tailored to students’ unique strengths, needs, and interests–lead to better academic outcomes, increased engagement, and higher levels of motivation.

    “While The Education Insights Report by Discovery Education found that students, parents, teachers, and superintendents have a generally positive outlook about the current state of education, it also found there are hurdles to overcome,” said Brian Shaw, Discovery Education’s CEO. “Educators have concerns about keeping students engaged, and students feel uncertain about their preparedness for the future. Discovery Education’s goal with this research is to spotlight opportunities for improvement so that all stakeholders can collaborate to solve these challenges and create brighter futures for all learners.”

    Additional findings include:

    • Curiosity is important to everyone. There is broad agreement on the importance of curiosity in learning, with more than 90 percent of stakeholders surveyed agreeing that curiosity is central to learning. However, 82 percent of students and 75 percent of teachers believe there are not enough opportunities to be curious in today’s classrooms.
    • Students want to learn more life skills. Eighty-eight percent of district leaders, teachers, parents, and students rate life skills as very important, but only 57 percent of students believe their schools adequately teach the life skills needed for future success.
    • Teachers see promise in adaptive learning. Ninety-three percent of teachers believe adaptive learning resources would help students learn more effectively and 75 percent of students say learning at their own pace would increase the likelihood of their engaging with lessons, feeling empowered in school, and more prepared for the future.
    • Time is of the essence. Ninety-four percent of teachers surveyed reported that they are seeking classroom tools that will give them time back to focus on students.
    • AI tools from education experts are more trusted. When it comes to Artificial Intelligence, 72 percent of teachers and parents, as well as 85 percent of superintendents surveyed, believe AI-powered customized learning materials are more trustworthy when built by experts in education. In addition, 84 percent of teachers and 90 percent of superintendents believe that as teachers receive more training on how to use AI, it will become a more trusted tool in education.

    Survey data was collected by The Harris Poll, an industry-leading research organization, on behalf of Discovery Education in August 2024. It included 1,524 responses from K-12 students, parents of K-12 students, and K-12 teachers and superintendents.

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  • How to Empower Students to Navigate Politics and Media Bias in 2024 Election

    How to Empower Students to Navigate Politics and Media Bias in 2024 Election

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    It’s tough enough for the average American to navigate through the torrents of mis- and disinformation flooding social media platforms. How about having to guide a classroom full of eighth graders? David Raymond and Eric Gimbi somehow seem to enjoy it. Both are middle school teachers in the swing state of Pennsylvania and well as part of the Bobblehead George geek squad. I was able to trade techniques with them along with Tory Van Voorhis, creator of the non-partisan and data-driven platform, Election Edge, and CEO of Second Avenue Learning, to discuss how and why educators must address the 2024 presidential election in the classroom.

    Have a listen:

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  • HMH Launches New Generative AI-Powered Classroom Engagement Tool to Support Whole Class Instruction

    HMH Launches New Generative AI-Powered Classroom Engagement Tool to Support Whole Class Instruction

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    BOSTON/PRNewswire/ —  Adaptive learning company  HMH today announced HMH Classcraft’s ™ AI Summarization tool, which allows teachers to quickly understand student comprehension and adapt instruction in the moment. This innovative tool, powered by generative AI, analyzes open text responses from students working in small groups or individually and provides educators with a quick and insightful summary of how the class is doing, followed by helpful feedback recommendations.

    This new functionality makes it easier for educators to  use proven instructional strategies like “turn and talk,” a common teaching method where peers discuss relevant classroom content with one another. Classcraft allows students to submit written comments during turn and talk conversations, which are then intelligently summarized by the GenAI and shared with the educator.

    Although teachers are adept at reading the faces and body language of their students, it can be difficult to gauge understanding in real-time when 15 pairs of students are having conversations simultaneously. With Classcraft‘s summarization functionality, teachers have a window into peer-to-peer discussions that would otherwise not be possible.

    For instance, as students discuss natural wonders of the world and submit their observations, the tool might summarize comments into a few succinct bullets:

    • “Students displayed creativity and personal engagement with the topic, showing varied interest in Earth’s natural wonders through imaginative comparisons and personal anecdotes”
    • “They understood the uniqueness and excitement of natural wonders, appreciating their physical characteristics and the rare phenomena they represent”
    • “Some students struggled to grasp the broader significance of why these places are considered wonders, focusing instead on personal or less scientifically relevant aspects, like comparing wonders to their backyards or questioning the global rarity of phenomena”

    These helpful summaries enable educators to quickly identify key themes and concepts from student conversations, improving their ability to provide personalized, effective support in real time and increasing student engagement during whole class instruction.

    “At HMH, we are listening to educators, and we know where the pain points lie with whole-class instruction. We are committed to offering tools that address the most pressing challenges for educators,” said Shawn Young, SVP of Product Management and Strategy at HMH. “We know saving them time and helping them engage students is key. Classcraft’s new GenAI-powered summarization tool does both.”

    The development of the AI Summarization tool combines best-in-class AI models, pedagogical expertise, and feedback from teachers to improve the day-to-day teaching and learning experience.

    Classcraft facilitates immersive and dynamic learning experiences that help educators deliver engaging, standards-aligned, high-impact and responsive instruction in real time. Districts and schools across the US have been using Classcraft, and now the AI Summarization tool, and have reported initial successes and great potential. Classcraft will be releasing exciting new features and functionality throughout the school year. Learn more about Classcraft  here.

    About HMH
    HMH is an adaptive learning company that helps educators create growth for every student. Our integrated curriculum, assessment and professional learning solutions use data to paint a full picture of every learner and recommend how to best support their needs. By partnering with educators, we create lasting momentum so that all students can reach their full potential. HMH serves more than 50 million students and 4 million educators in 150 countries. For more information, visit  www.hmhco.com.

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  • New E-rate rules could narrow the homework gap

    New E-rate rules could narrow the homework gap

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    Key points:

    Learning is mobile–but how can schools provide reliable high-speed internet for students who need devices at home, but who lack connectivity?

    In July, the Federal Communications Commission (FCC) approved the use of E-rate funds to loan Wi-Fi hotspots that support students, school staff, and library patrons without internet access.

    For an update on the 2025 E-rate, register for an eSchool News webinar featuring expert insight.

    The federal E-rate program provides discounts to help schools and libraries obtain affordable telecommunications and internet access. Over the years, the program has been modernized to focus support on bringing high-speed broadband to and within schools and libraries.  This latest action will help students gain access to educational resources that may have been previously out of reach and enable them to learn without limits.

    “I believe every library and every school library in this country should be able to loan out Wi-Fi hotspots to help keep their patrons and kids connected. It is 2024 in the United States. This should be our baseline. We can use the E-rate program to make it happen,” said FCC Chairwoman Jessica Rosenworcel in a statement.

    “That is why today we modernize E-rate to ensure that schools and libraries nationwide can loan out Wi-Fi hotspots to support high-speed internet access in rural America, urban America, and everything in between. The time to do this is now. We do not need to go back; we can go forward and make it possible for everyone to get the connections they need,” she added.

    According to an FCC announcement, the new ruling will:

    • Allow schools and libraries to use E-rate funding to loan out Wi-Fi hotspots and support high-speed internet access for students, school staff, and library patrons in both rural and urban parts of the country.
    • Adopt a budget mechanism that sets a limit on the amount of support that an applicant can request for Wi-Fi hotspots and services over a three-year period.  In the event that demand for E-rate support exceeds available funding in a given funding year, eligible on-premises category one and category two equipment and service requests will be prioritized and funded before eligible off-premises equipment and service requests.
    • Adopt numerous safeguards to protect the integrity of the E-rate program, including measures to ensure the supported Wi-Fi hotspots and services are in use, are used for educational purposes, are not funded through other sources, and are properly documented for auditing purposes.
    • Require compliance with the Children’s Internet Protection Act.

    “We commend the FCC for working to ensure that every student has the opportunity to thrive in a connected world. The approval of this initiative represents a forward-thinking approach to the E-rate program, aligning it with the realities of today’s educational landscape,” said John Harrington, CEO of Funds For Learning. “Learning extends outside the classroom or library to homes, while on the go, and in every community space. This move empowers schools and libraries to bridge the homework gap, providing students with the resources they need to succeed academically, regardless of their socioeconomic status or geographical location.”

    Harrington added: “The COVID-19 pandemic highlighted the vital role of connectivity in education, and this decision makes it possible for more students and library patrons to gain internet access. Reliable internet access is fundamental to modern education, allowing students to participate fully in digital learning environments. This is a monumental step towards closing the digital divide and ensuring equitable access to educational resources for all. Funds For Learning is committed to supporting this expansion and will continue to advocate for policies that enhance the effectiveness of the E-rate program.”

    On June 6, the FCC adopted a three-year, $200 million Schools and Libraries Cybersecurity Pilot Program, which will allow the FCC to obtain and analyze actionable data about which cybersecurity services and equipment would best help K-12 schools and libraries address growing cyberthreats and attacks against their broadband networks.

    Through the pilot, the FCC aims to learn how to improve school and library defenses against sophisticated ransomware and cyberattacks that put students at risk and impede their learning.

    The pilot will enable the FCC to gather the data needed to better understand whether and how universal service funds could be used to support the cybersecurity needs of schools and libraries and to share lessons learned with our federal partners to jointly combat this growing problem.

    Laura Ascione
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  • T-Mobile Enhances Project 10Million Program and Announces New Partnership with Boys & Girls Clubs to Boost Digital Access for Even More Students

    T-Mobile Enhances Project 10Million Program and Announces New Partnership with Boys & Girls Clubs to Boost Digital Access for Even More Students

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    BELLEVUE, Wash. — Since 2020, T-Mobile (NASDAQ: TMUS)’s $10.7 billion  Project 10Million (P10M) initiative has delivered reliable and affordable internet service to more than 6 million young learners across the U.S., but even with that progress the need for connectivity has only continued to rise. Technology use in education has seen a massive  226% surge over the past five years that spans classroom and homework. School-related tasks from digital assignments to research, video streaming, video lessons, and web calls require more data. And a vast majority of students are working from homes with multiple users. All of this on top of an up to 17 million school age children across the U.S. who still may not have reliable internet access at all,  according to the FCC. To meet this continued demand, the Un-carrier announced that it is enriching its P10M program, increasing the data allowance for many students to better meet user needs and partnering with  Boys & Girls Clubs of America and artist and activist  Common to help even more youth get the access they need to be successful.

    Starting Sept. 26, qualifying kindergarten through 12th grade student families who sign up for P10M with T-Mobile will now receive 200GB per year for five years, twice the previous 100GB allotment. Current Project 10Million families with T-Mobile will also enjoy increased data for the remainder of their five years. Student families will also be able to purchase a new highly discounted 10GB data pass for just $10 if they hit their data limit. And, starting in October 2024, school districts with the greatest needs served by P10M will have the opportunity to receive more data for their students — also up to 200GB.

    To continue helping bridge the digital divide and reach more students, the Un-carrier is also partnering with Boys & Girls Clubs of America to hold enrollment campaigns and sign-up events nationwide. Two events were recently held alongside Oscar, Emmy and Grammy award-winning artist and activist  Common, a champion of digital equity, education and T-Mobile’s Project 10Million; one was held on Sept. 6 in Dallas, and the other one in the Bronx, New York, on Sept. 24.

    “We launched our groundbreaking Project 10Million program back in 2020 with a simple goal – to provide free or highly subsidized home Internet to up to 10Million students at home, so they won’t fall behind in school,” said Mike Sievert, CEO, T-Mobile. “And today, after providing more than 6 million students with the critical Internet access they need to succeed, we’re making the program even better than ever, with a set of program enhancements, to help our largest and most important community program to make an even bigger impact.”

    “Our Club professionals are dedicated to ensuring all youth have the resources and support they need to achieve academic success. We believe strongly in the power of collaboration and community, which is why we’re joining forces with T-Mobile to make sure families with school-aged children have access to the essential connectivity that enables all youth to unlock their full potential,” said Jim Clark, President and CEO, Boys & Girls Clubs of America.

    Additional Project 10Million back-to-school activations have been held or are to come in Baton Rouge, Louisiana; Tacoma, Washington; Kansas City, Missouri; and Oklahoma City.

    T-Mobile announced Project 10Million in 2019 and launched the program in 2020 with the goal of offering 10 million at-risk students a free hotspot, free data plans, and access to at-cost laptops and tablets and has continued to improve the initiative to include a portfolio of options for schools and families. To date the company has provided $6.9 billion in products and services and connected over 6 million students through P10M to help close the digital divide. To learn more and sign up go to  www.t-mobile.com/project10million.

    Data enhancements available for households eligible for the National School Lunch Program that sign up for Project 10Million directly with T-Mobile. Schools working with T-Mobile to provide access to Project 10Million for qualifying student populations may also be able to participate in these program enhancements. During congestion, Project 10Million customers may notice speeds lower than other customers due to data prioritization. Video typically streams in SD quality. Verify National School Lunch Program eligibility at signup.

    About T-Mobile 
    T-Mobile US, Inc. (NASDAQ: TMUS) is America’s supercharged Un-carrier, delivering an advanced 4G LTE and transformative nationwide 5G network that will offer reliable connectivity for all. T-Mobile’s customers benefit from its unmatched combination of value and quality, unwavering obsession with offering them the best possible service experience and undisputable drive for disruption that creates competition and innovation in wireless and beyond. Based in Bellevue, Wash., T-Mobile provides services through its subsidiaries and operates its flagship brands, T-Mobile, Metro by T-Mobile and Mint Mobile. For more information please visit:  https://www.t-mobile.com 

    About Boys & Girls Clubs of America
    For more than 160 years, Boys & Girls Clubs of America (BGCA.org) has provided a safe place for kids and teens to learn and grow. Clubs offer caring adult mentors, fun and friendship, and high-impact youth development programs on a daily basis during critical non-school hours. Boys & Girls Clubs programming promotes academic success, good character and leadership, and healthy lifestyles. Over 5,400 Clubs serve more than 3 million young people through Club membership and community outreach. Clubs are located in cities, towns, public housing and on Native lands throughout the country, and serve military families in BGCA-affiliated Youth Centers on U.S. military installations worldwide. The national headquarters is located in Atlanta. Learn more about Boys & Girls Clubs of America on Facebook and X.

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