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Tag: help

  • Nederland turning disaster into determination in wake of devastating business fire

    NEDERLAND, Colo. — It’s been a tough week for the small mountain town of Nederland, but amid the ashes, hope is taking root.

    The Caribou Village Shopping Center fire has destroyed more than 30% of the town’s businesses, but now, neighbors, local businesses, and volunteers are coming together to help turn heartbreak into action.

    Nederland is the kind of place where neighbors feel more like family, said Dan Vollmer, a local realtor with Berkshire Hathaway who launched a GoFundMe campaign for the town.

    “I’ve been up here a handful of years,” Vollmer said. “You really start to call this place home after about two.”

    As the fire tore through the heart of Nederland last week, Vollmer captured the devastation in real time on his phone.

    “I got woken up around 3:50-ish in the morning. I really just heard some pops and was like, ‘Whoa – what’s going on?’” he recalled. “It’s just insane.”

    Vollmer didn’t just document the flames; he turned his footage and experience into a lifeline.

    “Within minutes of that – I had a few other people reach out and say, ‘We need to get funding to these people, we need to get them some help,’” he said.

    As smoke still billowed the next morning, kindness rolled in.

    Jason Bullis, a Gilpin County resident, said the support was immediate and strong.

    “I think everybody’s going to pull together and help your neighbor out,” Bullis said.

    The GoFundMe campaign has since neared $200,000, supporting 18 businesses and about 100 employees – a workforce Nederland can’t afford to lose.

    “That workforce, we can’t replace that once that’s gone,” Vollmer said.

    But the generosity goes beyond dollars. It’s about showing up — in every way possible.

    “One of my friends – she jumped into action right away and said – if anyone needs to borrow my washer and dryer, after the laundromat had burned down,” Vollmer said. “Her husband even said, ‘Hey, we have a spare bedroom if anyone is in need.’”

    Out of the ashes, neighbors — or more accurately, family — are proving that hope burns brighter than all else here.

    “It’s just no void is left,” Vollmer added. “We’re so close-knit. Everybody takes care of everybody else.”

    In Nederland, the flames may have tested the town, but the community is showing there’s always a path forward, no matter the scope of the tragedy.

    The Boulder County Sheriff’s Office, the Bureau of Alcohol, Tobacco, Firearms & Explosives, the Colorado Bureau of Investigation, and the Division of Fire Prevention and Control are working together to determine the origin and cause of the fire.

    Denver7 | Your Voice: Get in touch with Russell Haythorn

    Have a story idea you want shared from your community? Want to share a perspective with Denver7? Fill out the form below to get in touch with Denver7 Executive Reporter Russell Haythorn.

    Russell Haythorn

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  • Opinion | Argentina: Right Country, Wrong Rescue

    Javier Milei needs U.S. help, but his country really needs dollarization.

    The Editorial Board

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  • I asked students why they go to school–this answer changed how I design campuses

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

    At first, the question seemed simple: “Why do we go to school?”

    I had asked it many times before, in many different districts. I’m a planner and designer specializing in K-12 school projects, and as part of a community-driven design process, we invite students to dream with us and help shape the spaces where they’ll learn, grow, and make sense of the world.

    In February of 2023, I was leading a visioning workshop with a group of middle schoolers in Southern California. Their energy was vibrant, their curiosity sharp. We began with a simple activity: Students answered a series of prompts, each one building on the last.

    “We go to school because …”

    “We need to learn because …”

    “We want to be successful because …”

    As the conversation deepened, so did their responses. One student wrote, “We want to get further in life.” Another added, “We need to help our families.” And then came the line that stopped me in my tracks: “We go to school because we want future generations to look up to us.”

    I’ve worked with a lot of middle schoolers. They’re funny, unfiltered, and often far more insightful than adults give them credit for. But this answer felt different. It wasn’t about homework, or college, or even a dream job. It was about legacy. At that moment, I realized I wasn’t just asking kids to talk about school. I was asking them to articulate their hopes for the world and their role in shaping it.

    As a designer, I came prepared to talk about flexible furniture, natural light, and outdoor learning spaces. The students approached the conversation through the lens of purpose, identity, and intergenerational impact. They reminded me that school isn’t just a place to pass through — it’s a place to imagine who you might become and how you might leave the world better than you found it.

    I’ve now led dozens of school visioning sessions, no two being alike. In most cases, adults are the ones at the table: district leaders, architects, engineers, and community members. Their perspectives are important, of course. But when we exclude students from shaping the environments they spend most days in, we send an implicit message that this place is not really theirs to shape.

    However, when we do invite them in, the difference is immediate. Students are not only willing participants, they’re often the most honest and imaginative contributors in the room. They see past the buzzwords like 21st-century learning, flexible furniture, student-centered design, and collaborative zones, and talk about what actually matters: where they feel safe, where they feel seen, where they can be themselves.

    During that workshop when the student spoke about legacy, other young participants asked for more flexible learning spaces, places to move around and collaborate, better food, outdoor classrooms, and quiet areas for mental health breaks. One asked for sign language classes to better communicate with her hard-of-hearing best friend. Another asked for furniture that can move from inside to outside. These aren’t requests that tend to show up on state-issued planning checklists, which are more likely to focus on square footage, capacity, and code compliance, but they reflect an extraordinary level of thought about access, well-being, and inclusion.

    The lesson: When we take students seriously, we get more than better design. We get better schools.

    There’s a popular saying in architecture: Form follows function. But in school design, I’d argue that form should follow voice. If we want to build learning environments that support joy, connection, and growth, we need to start by asking students what those things look and feel like to them — and then believe them.

    Listening isn’t a checkbox. It’s a practice. And it has to start early, not once construction drawings are finalized, but when goals and priorities are still being devised. That’s when student input can shift the direction of a plan, not just decorate it.

    It’s also not just about asking the right questions, but being open to answers we didn’t expect. When a student says, “Why do the adults always get the rooms with windows?” — as one did in another workshop I led — that’s not a complaint. That’s a lesson in power dynamics, spatial equity, and the unspoken messages our buildings send.

    Since that day, about a year and a half ago, when I heard, “We want future generations to look up to us,” I’ve carried that line with me into every planning session. It’s a reminder that students aren’t just users of school space. They’re stewards of something bigger than themselves.

    So if you’re a school leader, a planner, a teacher, or a policymaker, invite students in early. Make space for their voices, not just as a formality but as a source of wisdom. Ask questions that go beyond what color the walls should be. And don’t be surprised when the answers you get are deeper than you imagined. Be willing to let their vision shift yours.

    Because when we design with students, not just for them, we create schools that don’t just house learning. We create schools that help define what learning is for. And if we do it right, maybe one day, future generations will look up to today’s students not just because of what they learned, but because of the spaces they helped shape.

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

    For more news on district and school management, visit eSN’s Educational Leadership hub.

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    Enrico Giori, Chalkbeat

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  • Building a literacy framework that works: A district leader’s journey in Peoria

    Key points:

    When I stepped into the role of curriculum coordinator for Peoria Public Schools District 150 in 2021, I entered a landscape still reeling from the disruption of COVID-19. Teachers were exhausted. Students had suffered interrupted learning. And the instructional frameworks in place–particularly in literacy–were due for serious reexamination.

    Initially, the directive was to return to our previous Balanced Literacy framework. But as I dove into research, attended conferences, and listened to thought leaders in the field, it became clear: The science was pointing in a different direction. The evidence base for Structured Literacy was too compelling to ignore.

    What followed wasn’t an overnight change. It was a careful, multi-year shift in philosophy, practice, and support. We didn’t have the budget for a full curriculum adoption, so we focused on building a practical, research-aligned framework using targeted resources and strategic professional learning.

    A patchwork quilt with purpose

    In Peoria, where many students were performing one or two grade levels below benchmarks, we needed a literacy framework that could both repair learning gaps and accelerate grade-level achievement. That meant honoring the complexity of literacy instruction by balancing foundational skills, writing, vocabulary, and fluency.

    Our current model includes explicit handwriting instruction, structured phonics and phonemic awareness, and targeted word study, paired with guided small-group instruction informed by student data. We built in an hour each day for foundational work, and another for what we call “guided individual practice,” where students receive support aligned to their needs–not just grade-level expectations.

    We were also honest about staffing realities. We no longer had interventionists or instructional coaches in every building. The burden of differentiation had shifted to classroom teachers, many of whom were navigating outdated practices. Transitioning from “guided reading” to true data-informed small groups required more than new tools. It required a new mindset.

    Supporting educators without overwhelming them

    Change management in literacy instruction is, at its core, about supporting teachers. We’ve been intentional in how we provide professional development. Our work with the Lexia LETRS professional learning course has been especially transformative. Recognizing the intensity of the full cohort model, we supplemented it with a more flexible, self-guided version that teachers could complete during PLC time. Today, every 1st and 2nd grade teacher in Peoria has completed Volume 1 of the professional learning course, and our next cohort is set to begin with kindergarten and third-grade educators.

    That blended approach–respecting teachers’ time while still delivering deep learning–is helping us move forward together. Our educators understand the “why” behind the change and are beginning to feel empowered by the “how.”

    Technology as a partner, not a solution

    Technology plays a meaningful role in our framework, but never in isolation. We initially implemented a digital literacy program for students in grades 5-8 who were below benchmark, but the rollout revealed key challenges. Students were resistant. Teachers lacked the training to connect software data to instruction. And the result felt more punitive than supportive.

    Rather than abandon technology, we shifted our model. We now provide Lexia Core5 Reading to every student in grades 2-4, creating a consistent, equitable implementation that supports differentiated instruction while relieving teachers of the burden of sourcing materials themselves. The program is easy to use, offers actionable reports, and provides a strong starting point for targeted instruction.

    Still, we’ve been clear: Software alone won’t move the needle. Teachers must be part of the equation. We continue to train educators on blended learning practices, helping them use technology as a springboard, not a substitute, for effective instruction.

    From compliance to commitment

    One of our next major shifts is moving from compliance to intentional practice. In a large district with approximately 13,000 students across 29 buildings, it’s easy to focus on usage metrics. Are students meeting their minutes? Are teachers checking boxes?

    But the true measure is learning. Are students making progress? Are teachers using the data to inform instruction?

    We’re investing in professional development that reinforces this mindset and are exploring how to bring more coaching and modeling into classrooms to help operationalize what teachers are learning.

    Advice for fellow district leaders

    If there’s one takeaway from our journey, it’s this: Don’t rush. Take the time to align every piece of your literacy framework with evidence-based practices. That includes everything from phonics and handwriting to the way letters are introduced and small groups are formed.

    Lean on the research, but also listen to your teachers. Usability and educator buy-in matter just as much as alignment. And remember, literacy is a long game. State assessments, early screeners, and benchmark data are just pieces of the puzzle. The real impact takes time.

    What keeps me going is the feedback from our teachers. They’re seeing students blend and segment words with confidence. They’re noticing fewer behavioral issues during literacy blocks. They’re asking deeper questions about how to support readers. That’s the kind of progress that truly matters.

    We’re not finished. But we’re headed in the right direction–and we’re doing it together.

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    Lindsay Bohm, Peoria (Ill.) Public Schools District 150

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  • Districts eye proactive cyber threat protection as risks increase

    This press release originally appeared online.

    Key points:

    Cybersecurity threats to K-12 schools are growing in frequency, sophistication, and cost, yet many school districts remain under-resourced and underprepared, according to the CoSN 2025 State of EdTech District Leadership report.

    The report highlights state-level actions to strengthen K-12 cybersecurity amid escalating threats and shrinking federal support and details recent legislative activity across five states. It also provides recommendations on governance, funding, workforce development, incident response, and data standards to help state and district leaders across the country secure the future of digital learning.

    Sixty-one percent of school districts rely on general funds rather than dedicated cybersecurity budgets to protect their networks and data, the report notes.

    Recent federal policy shifts, including the elimination of funding for the Multi-State Information Sharing and Analysis Center (MS-ISAC), have weakened national support for school districts. In response, states such as Arkansas, Massachusetts, Oregon, Pennsylvania and Texas are taking action. The 2025 legislative actions reviewed in the report provide ideas for developing and adopting policies that will help school districts and their partners address these challenges.

    “While federal support for K-12 cybersecurity is in turmoil, several states are advancing innovative, bipartisan legislation to help safeguard student data, improve incident response, expand insurance access, and build the cybersecurity workforce we urgently need,” said Keith Krueger, CEO, CoSN. “These states’ common strategies offer actionable ideas for state and district leaders across the country and underscores the importance of system-wide collaboration and strategic leadership.”

    Key findings

    • Eighteen K-12 cybersecurity bills were introduced in 2025 across the five states studied.
    • Seven bills became law–all in Arkansas and Texas–focused on insurance access, training and infrastructure support, cyberattack response, data practices, and risk assessments.
    • Sixty-one K-12-focused and broader cybersecurity bills were introduced across the five states in 2025 that would indirectly benefit K-12 cybersecurity, covering government systems, postsecondary institutions or crosscutting issues such as insurance, incident response, AI accountability and workforce development.
    • Several common policy strategies emerged across the cybersecurity legislation introduced or enacted in the tracked states:
      • Centralized cybersecurity governance and oversight
      • Cybersecurity insurance and risk management
      • Cybersecurity workforce development and education
      • Integration of cybersecurity into K-12 and higher education policy
      • Incident reporting and crisis response readiness
      • AI, privacy and cybersecurity intersection

    Policy recommendations

    • Establish or Strengthen Statewide K-12 Cybersecurity Governance: Designate a cybersecurity lead within the state education agency and ensure that school districts are included in state-level cybersecurity planning and governance bodies.
    • Fund and Require School District Cybersecurity Risk Assessments: Allocate funding for school districts to conduct risk assessments and develop mitigation strategies.
    • Align Workforce Policy with K-12 Needs: Support teacher certification in cybersecurity and create K-12 student pathways aligned with current and emerging workforce demand.
    • Mandate Incident Reporting and Create Response Protocols: Require timely reporting of cybersecurity incidents and support districts with coordinated response plans and training exercises.
    • Update Procurement and Data Governance Standards: Require that vendors meet minimum cybersecurity standards and align procurement processes with national frameworks.

    By adopting well-designed strategies–centralized oversight, insurance requirements, workforce investment, integrated planning and responsible innovation oversight–states can help their school districts move from reactive to resilient. Cross-sector collaboration and sustained investment will be critical to protecting students, educators and the integrity of public education systems.

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    ESchool Media Contributors

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  • 4 tips to help older K-12 readers

    Key points:

    An oft-cited phrase is that students “learn to read, then read to learn.”  

    It’s time to put that phrase to bed.

    Students do need to learn the fundamentals of reading in the early grades, including phonics, which is critical for reading success and mastery. However, it is not true that students learn all they need to learn about reading by the end of elementary school, and then spend the rest of their lives as reading masters who only read to learn. 

    Teachers are noticing that older readers need ongoing support to read materials used in their classrooms. In a study commissioned by the Advanced Education Research and Development Fund (AERDF), a national nonprofit, 44 percent of grade 3–8 teachers reported that their students always or nearly always have difficulty reading instructional materials.

    In grades 6-12, students are still learning to read and are still reading to learn. However, “learning to read” matures into more advanced decoding of multisyllabic words, syntax (all those annoying grammar rules that the reader needs to pay attention to to understand a sentence), fluency on longer sentences and paragraphs, and comprehension, which requires an increasingly sophisticated understanding of a wide range of topics across content areas.

    Consider the word “sad.” Most elementary school students can decode the word sad and would easily recognize it in both speech and print. Now, consider the words “crusade,” “ambassador,” “Pasadena,” “misadvise,” and “quesadilla.” Each contains the letters “sad” within the word, none of the pronunciations are the same as “sad,” and none mean unhappiness or sorrow. Without instruction on multisyllabic words (and morphemes), we can’t assume that middle schoolers can decode words containing “sad,” especially with different pronunciations and meanings. But middle schoolers are expected to navigate these types of words in their language arts, social studies, and science classes.   

    “Sad” and its many appearances in words is just one example of the increasing complexity of literacy beyond elementary school, and middle schoolers will also encounter more interdisciplinary subjects that play a unique role in their developing literacy skills. Here are four points to consider when it comes to adolescent literacy:

    1. Reading and writing instruction must become increasingly discipline-specific. While foundational reading skills are universal, students must enhance their skills to meet the unique expectations of different subjects, like literature, science, social studies, and math. Texts in those subjects vary widely, from historical documents to graphs to fictional literature, each having its own language, rules, and comprehension demands. Students must be taught to read for science in science, for math in math, and for social studies in social studies. How and what they read in language arts is not sufficient enough to transfer to different content areas. The reading approach to “The Old Man and the Sea” is different from “The Gettysburg Address,” and both are different from a scientific article on cell division. Along with reading, students must be taught how to write in ways that reflect the uniqueness of the content.  
    2. This means that it’s all hands on deck for upper-grade educators. Adolescent literacy is often associated with language arts, but reading and writing are integrated practices that underpin every discipline. This calls for all educators to be experts in their discipline’s literacy practices, supporting and developing student skills, from reading and writing poetry and prose in language arts; to primary and secondary source documents, maps, and political cartoons in social studies; graphs, reports, and research in science; and equations and word problems in mathematics.
    3. Build background knowledge to enhance comprehension. As students advance to higher grades, their discipline-specific reading skills impact their ability to attain content knowledge. The more students understand about the discipline, the better they can engage with the content and its unique vocabulary. Precise language like “theme,” “mitosis,” “amendment,” and “equation” requires students to read with increasing sophistication. To meet the content and knowledge demands of their discipline, educators must incorporate background knowledge building, starting with the meaning of words to help students unlock comprehension. 
    4. Teaching fluency, vocabulary, and syntax is evergreen. Along with multisyllabic decoding, students should continue to receive instruction and practice in each of the above, as they all play a starring role in how well readers comprehend a text.

    And most importantly, the education community must take a K-12 approach to literacy if it’s serious about improving reading outcomes for students. As more data emerges on the reading challenges of adolescents in this post-COVID era, it’s more critical now than ever to include adolescent literacy in funding and planning. The data are clear that support for literacy instruction cannot stop at fifth-grade graduation.

    While middle school students are “reading to learn,” we must remember that they are also “learning to read” well into and through high school. It’s more important than ever that state and local education leaders support policies and resources that seamlessly provide for the ongoing academic literacy needs from kindergarten to 12th grade.

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    Miah Daughtery, EdD, NWEA

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  • The untaught lesson: Prioritizing behavior as essential learning

    Key points:

    In classrooms across the country, students are mastering their ABCs, solving equations, and diving into science. But one essential life skill–behavior–is not in the lesson plan. For too long, educators have assumed that children arrive at school knowing how to regulate emotions, resolve conflict, and interact respectfully. The reality: Behavior–like math or reading–must be taught, practiced, and supported.

    Today’s students face a mounting crisis. Many are still grappling with anxiety, disconnection, and emotional strain following the isolation and disruption of the COVID pandemic. And it’s growing more serious.

    Teachers aren’t immune. They, too, are managing stress and emotional overload–while shouldering scripted curricula, rising expectations, and fewer opportunities for meaningful engagement and critical thinking. As these forces collide, disruptive behavior is now the leading cause of job-related stress and a top reason why 78 percent of teachers have considered leaving the profession.

    Further complicating matters is social media and device usage. Students and adults alike have become deeply reliant on screens. Social media and online socialization–where interactions are often anonymous and less accountable–have contributed to a breakdown in conflict resolution, empathy, and recognition of nonverbal cues. Widespread attachment to cell phones has significantly disrupted students’ ability to regulate emotions and engage in healthy, face-to-face interactions. Teachers, too, are frequently on their phones, modeling device-dependent behaviors that can shape classroom dynamics.

    It’s clear: students can’t be expected to know what they haven’t been taught. And teachers can’t teach behavior without real tools and support. While districts have taken well-intentioned steps to help teachers address behavior, many initiatives rely on one-off training without cohesive, long-term strategies. Real progress demands more–a districtwide commitment to consistent, caring practices that unify educators, students, and families.

    A holistic framework: School, student, family

    Lasting change requires a whole-child, whole-school, whole-family approach. When everyone in the community is aligned, behavior shifts from a discipline issue to a core component of learning, transforming classrooms into safe, supportive environments where students thrive and teachers rediscover joy in their work. And when these practices are reinforced at home, the impact multiplies.

    To help students learn appropriate behavior, teachers need practical tools rather than abstract theories. Professional development, tiered supports, targeted interventions, and strategies to build student confidence are critical. So is measuring impact to ensure efforts evolve and endure.

    Some districts are leading the way, embracing data-driven practices, evidence-based strategies, and accessible digital resources. And the results speak for themselves. Here are two examples of successful implementations.

    Evidence-based behavior training and mentorship yields 24 percent drop in infractions within weeks

    With more than 19,000 racially diverse students across 24 schools east of Atlanta, Newton County Schools prioritized embedded practices and collaborative coaching over rigid compliance. Newly hired teachers received stipends to complete curated, interactive behavior training before the school year began. They then expanded on these lessons during orientation with district staff, deepening their understanding.

    Once the school year started, each new teacher was partnered with a mentor who provided behavior and academic guidance, along with regular classroom feedback. District climate specialists also offered further support to all teachers to build robust professional learning communities.

    The impact was almost immediate. Within the first two weeks of school, disciplinary infractions fell by 24 percent compared to the previous year–evidence that providing the right tools, complemented by layered support and practical coaching, can yield swift, sustainable results.

    Pairing shoulder coaching with real-time data to strengthen teacher readiness

    With more than 300,000 students in over 5,300 schools spanning urban to rural communities, Clark County School District in Las Vegas is one of the largest and most diverse in the nation.

    Recognizing that many day-to-day challenges faced by new teachers aren’t fully addressed in college training, the district introduced “shoulder coaching.” This mentorship model pairs incoming teachers with seasoned colleagues for real-time guidance on implementing successful strategies from day one.

    This hands-on approach incorporates videos, structured learning sessions, and continuous data collection, creating a dynamic feedback loop that helps teachers navigate classroom challenges proactively. Rather than relying solely on reactive discipline, educators are equipped with adaptable strategies that reflect lived classroom realities. The district also uses real-time data and teacher input to evolve its behavior support model, ensuring educators are not only trained, but truly prepared.

    By aligning lessons with the school performance plan, Clark County School District was able to decrease suspensions by 11 percent and discretionary exclusions by 17 percent.  

    Starting a new chapter in the classroom

    Behavior isn’t a side lesson–it’s foundational to learning. When we move beyond discipline and make behavior a part of daily instruction, the ripple effects are profound. Classrooms become more conducive to learning. Students and families develop life-long tools. And teachers are happier in their jobs, reducing the churn that has grown post-pandemic.

    The evidence is clear. School districts that invest in proactive, strategic behavior supports are building the kind of environments where students flourish and educators choose to stay. The next chapter in education depends on making behavior essential. Let’s teach it with the same care and intentionality we bring to every other subject–and give every learner the chance to succeed.

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    Dr. Tami Dean, The Equity Hour Podcast & Kareeme Hawkins, RethinkEd and Pivot Path Strategic Solutions

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  • Mental health screeners help ID hidden needs, research finds

    Key points:

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

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

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

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

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

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

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

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

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

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

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

    This press release originally appeared online.

    eSchool News Staff
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    ESchool News Staff

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  • KU researchers publish guidelines to help responsibly implement AI in education

    This story originally appeared on KU News and is republished with permission.

    Key points:

    Researchers at the University of Kansas have produced a set of guidelines to help educators from preschool through higher education responsibly implement artificial intelligence in a way that empowers teachers, parents, students and communities alike.

    The Center for Innovation, Design & Digital Learning at KU has published “Framework for Responsible AI Integration in PreK-20 Education: Empowering All Learners and Educators with AI-Ready Solutions.” The document, developed under a cooperative agreement with the U.S. Department of Education, is intended to provide guidance on how schools can incorporate AI into its daily operations and curriculum.

    Earlier this year, President Donald Trump issued an executive order instructing schools to incorporate AI into their operations. The framework is intended to help all schools and educational facilities do so in a manner that fits their unique communities and missions.

    “We see this framework as a foundation,” said James Basham, director of CIDDL and professor of special education at KU. “As schools consider forming an AI task force, for example, they’ll likely have questions on how to do that, or how to conduct an audit and risk analysis. The framework can help guide them through that, and we’ll continue to build on this.”

    The framework features four primary recommendations.

    • Establish a stable, human-centered foundation.
    • Implement future-focused strategic planning for AI integration.
    • Ensure AI educational opportunities for every student.
    • Conduct ongoing evaluation, professional learning and community development.

    First, the framework urges schools to keep humans at the forefront of AI plans, prioritizing educator judgment, student relationships and family input on AI-enabled processes and not relying on automation for decisions that affect people. Transparency is also key, and schools should communicate how AI tools work, how decisions are made and ensure compliance with student protection laws such as the Individuals with Disabilities Education Act and Family Education Rights and Privacy Act, the report authors write.

    The document also outlines recommendations for how educational facilities can implement the technology. Establishing an AI integration task force including educators, administrators, families, legal advisers and specialists in instructional technology and special education is key among the recommendations. The document also shares tips on how to conduct an audit and risk analysis before adoption and consider how tools can affect student placement and identification and consider possible algorithmic error patterns. As the technologies are trained on human data, they run the risk of making the same mistakes and repeating biases humans have made, Basham said.

    That idea is also reflected in the framework’s third recommendation. The document encourages educators to commit to learner-centered AI implementation that considers all students, from those in gifted programs to students with cognitive disabilities. AI tools should be prohibited from making final decisions on IEP eligibility, disciplinary actions and student progress decisions, and mechanisms should be installed that allow for feedback on students, teachers and parents’ AI educational experiences, the authors wrote.

    Finally, the framework urges ongoing evaluation, professional learning and community development. As the technology evolves, schools should regularly re-evaluate it for unintended consequences and feedback from those who use it. Training both at implementation and in ongoing installments will be necessary to address overuse or misuse and clarify who is responsible for monitoring AI use and to ensure both the school and community are informed on the technology.

    The framework was written by Basham; Trey Vasquez, co-principal investigator at CIDDL, operating officer at KU’s Achievement & Assessment Institute and professor of special education at KU; and Angelica Fulchini Scruggs, research associate and operations director for CIDDL.

    Educators interested in learning more about the framework or use of AI in education are invited to connect with CIDDL. The center’s site includes data on emergent themes in AI guidance at the state level and information on how it supports educational technology in K-12 and higher education. As artificial intelligence finds new uses and educators are expected to implement the technology in schools, the center’s researchers said they plan to continue helping educators implement it in ways that benefit schools, students of all abilities and communities.

    “The priority at CIDDL is to share transparent resources for educators on topics that are trending and in a way that is easy to digest,” Fulchini Scruggs said. “We want people to join the community and help them know where to start. We also know this will evolve and change, and we want to help educators stay up to date with those changes to use AI responsibly in their schools.”

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    Mike Krings, the University of Kansas

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  • The Will to Improve: Bridging the Gap Between “Talk” and “Action”

    Do you have trouble transforming talk → action? Learn about Personal Growth Initiative (PGI) and the essential components behind a lifelong mindset of self-improvement.

    Personal growth doesn’t just happen — it requires intention, planning, and action. While many of us may talk a lot about the things we want to change in our lives, transforming that talk into action can be a real challenge.

    Psychologists have identified Personal Growth Initiative as a mindset that bridges this all-too-common gap between “talk” and “action,” helping individuals actively and consciously pursue their development in a clear and deliberate way.

    As a reader of this article, you likely already check off some boxes for Personal Growth Initiative. The average person doesn’t consciously seek out knowledge about psychology and self-improvement, so you’re in a unique and special group of people. By virtue of being here right now, you are demonstrating a rare initiative. 

    Now let’s dive more into what PGI is all about.

    Personal Growth Initiative: The 4 Core Components

    Personal Growth Initiative (PGI) is a set of beliefs and attitudes that help individuals intentionally engage in their own growth process. It consists of four main components.

    Readiness for Change

    The first step is to be ready to make a change. A person can have all the help, guidance, and resources in the world at their disposal, but it all amounts to nothing if they aren’t ready to make that final leap. The basic truth is we often need that proverbial “fire under our butts” before we take conscious action. Once you’re ready, the next step is to translate that readiness into a clear plan of action.

    Thought Patterns:

    • “I am aware of when I need to make a change.”
    • “I take every opportunity to grow as it comes up.”
    • “I am willing to step out of my comfort zone to achieve growth.”
    • “I take an active role in my self-improvement.”
    • “I don’t sit and wait for change to happen.”

    Example: Imagine facing burnout at work. Instead of feeling trapped, a person with a high readiness for change may recognize this as a signal to re-evaluate their work habits or career path, making room for new habits and healthier routines (such as sleep, diet, exercise, or leisure time).

    Worksheet: Self-Improvement Contract (PDF)

    Making a Plan

    The second step is to create realistic plans for your growth. An idea remains just that until you put it on paper and hold yourself accountable. Having a clear vision of your future and where you want to go, then setting small and realistic goals that are within your reach, can help propel you forward in a natural and sustainable way. 

    Thought Patterns:

    • “I set realistic goals for what I want to change about myself.”
    • “I have a specific action plan to help me reach my goals.”
    • “I break down larger goals into smaller, manageable tasks.”
    • “I regularly review my progress and adjust my plan accordingly.”
    • “I stay committed to my plan even when faced with setbacks.”

    Example: Let’s say you want to improve your physical health or lose weight. Instead of jumping into an unsustainable workout routine, a planful person might research the best exercise programs, consult with a trainer, and create a structured plan that best fits their lifestyle, personality, and fitness goals.

    Worksheets: Goals Timeline (PDF) + New Habit Worksheet (PDF)

    Using Resources

    Another essential feature of the Personal Growth Initiative is actively seeking help and guidance from outside resources, including learning materials like articles and books, as well as reaching out to friends, mentors, or counselors. This is one of the most common ways people handicap themselves because they wrongly believe “I have to do everything on my own,” when the truth is there are plenty of resources available to take advantage of (including this website).

    Thought Patterns:

    • “I ask for help from others when I need it.”
    • “I do my own research to learn more about new topics.”
    • “I like reading articles and books to learn new things.”
    • “I’m not afraid to reach out to a therapist or coach if I really need one.”
    • “I connect with communities or groups that align with my values and goals.”

    Example: During a stressful life transition, like a divorce or job loss, someone with strong PGI would actively seek out the right books and resources, such as counseling or career coaching, to navigate the situation more smoothly and effectively.

    Worksheets: Social Support Database (PDF) + Role Models (PDF)

    Intentional Behavior

    Intentional Behavior refers to the daily or weekly actions you take that are purposefully directed toward achieving your goals. Unlike Readiness for Change, which is about being mentally prepared and open to growth, Intentional Behavior is about translating that readiness into consistent, goal-directed actions. It’s the final step between “talk” and “action.” For example, Readiness for Change might mean deciding that improving your health is necessary, while Intentional Behavior is actually getting up every morning to go for a jog or preparing a healthy meal. 

    Thought Patterns:

    • “I turn my intentions into actions.”
    • “I take small steps forward every day.”
    • “I build new habits into my daily routine that bring me closer to my goals.”
    • “I know what steps I can take to make intentional changes in myself.”

    Example: After recognizing the need for change and making a plan, intentional behavior would involve committing to daily or weekly actions—whether it’s setting aside time for self-care or networking to explore new career opportunities. Each small step compounds over time, leading to greater progress and resilience.

    Worksheets: Daily Routine (PDF) + Future Self Worksheet (PDF)

    The Long-Term Benefits of PGI on Well-Being

    Each of these components supports and strengthens the next, creating a clear pathway from “ideas” to “actions.”

    “Readiness for Change” sets the foundation by keeping you open to new paths and patterns in life, ensuring that you are mentally prepared for growth and change when needed. From there, “Making a Plan” gives direction and a direct course for action, “Using Resources” provides support, knowledge, and inspirational boosts, and “Intentional Behavior” turns plans into consistent daily and weekly action. Together, they create a feedback loop that encourages continuous growth and resilience.

    For example, someone with high Readiness for Change will see a major setback, like losing a job, as an opportunity to learn new skills or change their career path. They use Planfulness to plot a course of action they can follow, like going back to school or learning a new trade, seek new resources like career counseling, job fairs, or apprenticeships, and take consistent daily action, such as taking classes, practicing new skills, or sending out resumes – all of which help them not only cope with this major life change, but also thrive and ultimately find a better path forward in the long run.

    One study published in the Journal of Happiness Studies found that PGI is positively related to adaptive coping styles and self-efficacy, suggesting that those who actively engage in personal growth are better equipped to handle negative and stressful events more effectively, because they approach life’s obstacles with the mindset of growth and learning rather than resignation and defeat.

    If you aren’t ready to make a change – or you are completely resistant to change – it’s unlikely to happen. This includes therapy and coaching, where studies show that “motivational readiness” can be a contributing factor to how effective a therapeutic intervention is. This aligns with common factors theory, where one of the most important features of successful therapy and counseling is “shared goals” among therapist and client – you have to be on the same page about where you are and where you want to go.

    Overall, PGI fosters a mindset that not only supports mental health and well-being but also builds long-term grit and resilience. By approaching challenges with intentional growth, individuals are more prepared to navigate life’s obstacles, setbacks, and inevitable ups and downs.

    Embrace the Will to Improve

    The best way to prove your commitment to something is through your actions.

    Ask yourself, “What is the smallest step I can take today to start moving in the right direction?” Maybe it’s joining a gym, starting a new hobby, setting a 10-minute daily reading habit, or subscribing to our newsletter for more actionable tips and advice on self-improvement.

    Personal Growth Initiative is about more than just wanting to improve — it’s about intentionally working toward becoming a better version of yourself. Start today by taking one small step, however small it may be.


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    Steven Handel

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  • Denver-based organization shining light on mental health struggles of expecting and postpartum women

    Denver-based organization shining light on mental health struggles of expecting and postpartum women

    DENVER — A Denver-based organization is shining a light on the mental health of not only pregnant women but also postpartum women. The Colorado Perinatal Mental Health Project (CO PMHP ) said that one in five women experience some type of mental health issue after having a baby.

    From being pregnant to welcoming a baby into the world, Leslie Caballero shared that her pregnancy was anything but easy.

    “I technically just threw up the entire pregnancy, and I was super sick, and with that, I lost, you know, my sense of work,” said Caballero.

    On top of all that, Caballero said she dealt with post traumatic stress disorder (PTSD) and obsessive-compulsive disorder (OCD) after pregnancy. Conditions that she never would have known about until she started seeking therapy.

    “I think her putting a name to what I was experiencing and letting me know that I wasn’t alone or the first person to go through these kinds of things made me feel less crazy, although I hate using that term, but that’s kind of how I felt at that moment,” said Caballero.

    After getting help, Caballero decided to join the Perinatal Mental Health Project to not only share her story but also help other moms going through similar situations. Today, she works with the organization as a bilingual peer mental health specialist.

    “So it’s really a wide range of emotional and mental health issues. It can look like anxiety, it can look like depression, it can look like OCD. In very, very rare cases, it can look like psychosis,” said Kristin Aaker, co-executive director of CO PMHP.

    One resource under CO PMHP is the Birth Squad, which focuses on new moms and their families.

    “We decided that we wanted to offer a no-cost intervention that would provide emotional support with trained mental health providers and peer facilitators,” said Patrece Hairston Peetz, co-executive director of CO PMHP.

    Peetz said the group meets weekly to guide moms through whatever they face postpartum.

    “We want you to be happy and thriving, enjoying this time in life and growing into it. And so, you know, reaching out to the Birth Squad or reaching out to resources can be the difference between continuing to struggle or finding happiness,” said Peetz.

    If you are a mom currently pregnant or in the postpartum who needs mental health help, follow this link for more information.

    Denver-based organization shining light on mental health struggles of expecting and postpartum women

    Coloradans making a difference | Denver7 featured videos

    Denver7 is committed to making a difference in our community by standing up for what’s right, listening, lending a helping hand and following through on promises. See that work in action, in the videos above.

    Wanya Reese

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  • Creating esports programs with managed network services

    Creating esports programs with managed network services

    Key points:

    Esports programs are continuing to grow in popularity, as evidenced by the widespread adoption by schools across the country. In fact, the global esports market is projected to grow to $4.8 billion by 2030. While esports programs are more commonly found on college and university campuses, high schools and even middle schools have started launching programs. 

    Participating in esports can help students develop teamwork and leadership skills, and may even lead to scholarship opportunities at certain colleges and universities, according to Scholarships.com. Technology serves as the underlying foundation for any scholastic esports program; however, organizers don’t need to have robust internal IT teams–the expertise of a technology partner can help get students into the esports arena. 

    Bringing an esports program to life 

    A modern digital infrastructure is the critical foundation for a successful esports program. In the world of online gaming, a few milliseconds can make the difference between a win or loss–with school pride, prizes, and potentially scholarships on the line. Latency or lag time in a school’s internet connection can significantly impact the outcome of a competition. Using a dedicated wired connection can provide optimal reliability and minimize latency. It is also helpful to consider service-level agreements (SLAs) from providers that not only guarantee reliability, but also include strong metrics for performance indicators such as latency. As the esports program grows, the digital infrastructure should be able to easily scale. The increased bandwidth required by adding more players and playing increasingly high-resolution games shouldn’t risk affecting other school operations on the network.  

    The Cannon School, a K-12 school in Concord, North Carolina, has created a successful esports program that serves both as a recreational league and a competitive varsity sport. The school opted for a co-managed system where its service partner installed fiber connectivity and manages the security of the network–unified threat management that includes a firewall, advanced malware protection, and intrusion prevention–while Cannon School’s internal IT team manages the content filtering to ensure that students are accessing only age-appropriate websites.  

    Approximately 60 students joined Cannon School’s esports program in its first two years of operating and about half compete on the varsity team. Tram Tran, the school’s Manager of Information Technology, credits its popularity to the simple fact that young people love computer gaming. Tran expects the school’s esports program to see a surge in participants over the next several years, and the implemented IT solution can easily scale to address the greater number of users on the system, as well as the ever-increasing data-intensive video games.  

    “With our esports program, we are building this pathway from high school to college and then from college to the pros,” Tran said. 

    Securing technology as the foundation for esports 

    Understanding and implementing the technology foundation necessary may be daunting for schools with limited internal IT resources, but working with an experienced technology partner can help. Technology partners not only offer the expertise and guidance needed for implementing an esports program, but also can provide ongoing support–through managed network services–to ensure that network operations are continually monitored and that competitions have the bandwidth needed to run smoothly.  

    According to the Consortium for School Networking (CoSN) on the 2023 State of EdTech Leadership, nearly half of respondents (45 percent) felt inadequately staffed to plan and implement new technology. Managed network services can offer schools peace of mind by monitoring for network performance and cybersecurity issues 24/7, freeing IT staff from day-to-day troubleshooting. Beyond supplementing staffing resources, managed services also offer the benefit of no upfront hardware ownership costs, and the fixed, regular expense offers predictability for schools’ budgets.  

    Next steps 

    For schools thinking about launching an esports program, a conversation with a potential technology solutions partner is a good place to start. An experienced partner can evaluate a school’s current IT network services, help identify what is required, and determine a realistic plan and timeline to establish a program. Schools equipped with a robust digital infrastructure can offer students unique opportunities to compete, collaborate, and thrive in the realm of esports, and leveraging managed network services for help with the technology performance can make things easier for the employees who are focused on the program’s execution and success.  

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    Mark Kornegay, Spectrum Enterprise

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  • 5 ways online coding programs prep students for success

    5 ways online coding programs prep students for success

    Key points:

    When our middle school started offering a robotics course to its students this year, it was a pretty big deal. I’d used a gamified coding platform in my previous district and figured it would be a good fit for my new school.

    During COVID, the platform provided a virtual option so students could still participate in robotics, and I’ve been using it ever since. Even though it was a hard year to do anything in person, the computer science and coding platform helped keep our students interested in robotics.

    I was also familiar with the vendor’s robotics competitions and felt they would enrich the robotics program we wanted to start here. When I took this position, we didn’t really have anything related to robotics, so we were looking for ways to get students in eighth grade into a CTE pathway.

    The plan has worked out very well so far. Here are five ways our gamified coding and robotics platform is helping to prepare students for success in college and the work world:

    1. Aligns with state standards. Texas has adopted curriculum standards that are used in all the state’s public schools. Adopted by the State Board of Education, the current Texas Essential Knowledge and Skills (TEKS) standards outline what students will learn in each course/grade. With full alignment to the revised TEKS for Technology Applications and robust teacher support for interdisciplinary lessons, the CoderZ courses make it easy for educators to integrate computer science into core subject learning and give teachers the resources they need to build a strong foundation for technical and engineering career pathways.

      2. Flexible curriculum that integrates with other platforms. We’re currently using the provider’s Cyber Robotics 101 and 102 along with the physical Lego SPIKE education kits. The coding is in Blockly, and students can also use Python LEGO. We’re just getting our feet wet with robotics instruction and planning to make wider use of the computer science and coding platform in the near future. We use the platform in conjunction with LEGO, because the two function similarly, and emphasize our robotics course. Those two platforms hit our TEKS standards, so we’re using them together.

      3. Gives students real-world knowledge and experience. The robotics course is currently an elective offered to students in eighth grade and includes lessons and pathways that students must follow in order to collect energy cells. We’re using that to help us teach them about compliance with safety guidelines and how to stay safe when you’re dealing with hazardous materials. For example, students have to consider whether it’s going to be safe for a human to carry a cylinder of acid from point A to point B, or not. If they program this robot to carry it from one location to another location, and dispose of it properly, students learn that a robot can safely manage the task without putting a human being in harm’s way.

      4. Meets students where they are. We really like the platform’s student-paced learning, and how it easily adapts to individual students’ needs and capabilities. One new student who had no prior experience with coding or robotics–and who was coming from a different school–was able to jump into the robotics class and start learning right away. Concurrently, the teacher was able to continue the lesson for the rest of the class, all while that student caught up via a self-paced program.

      5. A turnkey platform that’s easy for teachers to learn and use. Our platform offers a turnkey computer science and coding platform that shepherds students through the learning process. It’s mostly hands-off for the teachers. With every single lesson, the student does the programming and, if it’s done correctly, they get the credit and move on to the next part of that lesson. It’s that easy. Teachers can also set up the platform’s curriculum differently based on the students’ needs, including a purely chronological sequence (from 1 to 15) or one that allows them to complete the lessons in any sequence that they’d like.

      Start small, grow as you go

      Going forward, we plan to encourage students to work a bit faster in the program in order to get through both Robotics 101 and 102 before they graduate. This will help set them up for success as they enter high school. I’d tell other districts that are just getting started with their own robotics and coding programs to start small and to avoid biting off more than they can chew. That’s why we opted to use our online provider’s Cyber Robotics 101 and 102 first, with a plan to add more coursework in the future.

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    Hunter McConnell, Jacksonville ISD

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  • To boost teacher morale, reimagine the teacher role

    To boost teacher morale, reimagine the teacher role

    Key points:

    A new interactive resource from the National Council on Teacher Quality calls into question the efficacy of the traditional classroom model, underscoring how it isn’t structured to help teachers succeed.

    The resource, Reimagining the Teaching Role: How Strategic Staffing Can Attract and Retain Effective Teachers, illustrates how more modern teacher staffing strategies like team teaching, paying an expert teacher more to take on larger classes, and creating new teacher-leadership roles, can improve teacher retention, alleviate hiring challenges, and ultimately give more students access to high-quality teachers.

    Today, in any given classroom, students arrive with varying degrees of knowledge and skill. Teachers are often unrealistically expected to meet the individual academic needs for each child all by themselves, with little support. They largely work alone and without opportunity to advance their careers. In fact, only 26 percent of teachers agree that the teaching profession is dynamic, meaning that it has role flexibility and opportunities for growth and leadership. (Sources: Learning Policy Institute & Educators for Excellence.)

    As a result, teachers experience high levels of work-related stress, which leads to declining job satisfaction and higher turnover rates. During the 2022–23 school year, just over 40 percent of public schools in low-income areas and those with mostly students of color were fully staffed. Additionally, teachers don’t stay in the profession as long as they used to. If you polled teachers on their years of experience in 1988, you would have found “15 years” to be the most common response. By 2016, the most common response was “one to three” years of experience. (Source: Ingersoll, R. M., Merrill, E., Stuckey, D., & Collins, G. (2018). Seven trends: The transformation of the teaching force)

    Reimagining the teaching role offers a bold solution through innovative strategic staffing structures that make the profession more attractive and sustainable for teachers–and can ultimately boost student learning outcomes.

    “Just as the Ford Model T doesn’t serve today’s transportation needs, the traditional model of teaching from the same era isn’t working well for many students and teachers,” said NCTQ President Heather Peske. “States need to take action to catalyze innovative staffing models and districts must capitalize on these opportunities to attract and retain teachers who are going to help our students succeed.”

    The new NCTQ resource highlights how state policies have the potential to either help or hinder a district’s ability to implement a better approach to staffing classrooms. While the analysis found that state policy is not a barrier in many cases, there are four key policy areas where states can do more to support innovations:

    Class size

    • Class size and student-teacher ratio laws can stymie strategic staffing models by not allowing more than one adult in the same classroom to be assigned to support students, or they may prohibit a highly effective teacher from taking on additional students, even with additional support and pay.
    • Five states do not allow districts to request a waiver on class-size or student-teacher ratio restrictions, 25 states allow waivers, and 20 states and the District of Columbia do not address class-size or student-teacher ratio in policy.

    Teachers as observers

    • When policy restricts the ability of teachers to be formal observers, it limits career pathways for teachers who do not want to be administrators yet want to serve in a leadership capacity. It also limits districts’ ability to think creatively about reconfiguring roles to deliver more support to help teachers grow.
    • Thirteen states block teachers from formally observing other teachers, 28 states allow teachers to observe other teachers, and nine states and D.C. are silent on the issue.

    Team outcomes

    • Districts need flexibility to create team-based accountability, where teachers are held accountable for team outcomes. At present, 30 states include student growth as one measure in teacher evaluation.
    • Eleven states do not allow districts to attribute team outcomes to teacher evaluations, 21 states do allow it, and 18 states and D.C. do not address the issue in state policy.

    Restrictions on the use of support staff and time

    • Restricting the roles of paraprofessionals, residents, and other support staff too harshly limits how schools can think creatively about tapping into all the adults in the building to best meet student needs. When state policy limits the time teachers have to collaborate, it can impede team-based approaches to instruction.
    • Fourteen states have policies that restrict the use of support staff or teachers’ time, which may restrict new models or collaboration, and 36 states and DC do not restrict teachers’ time or how support staff are used.

      Additionally, only eight states provide some type of supplemental pay for teacher leadership roles beyond mentoring novice or aspiring teachers, meaning even if policy were to allow for these innovative staffing models, many states are not structured to compensate teachers for the additional leadership responsibilities they would assume.

      State leaders are uniquely positioned to create opportunities for school districts to reimagine the teaching role by helping districts pilot new staffing models; leading them to evaluate the outcomes of the models and share what works; offering waivers from restrictive policies (like class size), if they have a plan and commit to tracking outcomes; and funding the design, development and evaluation of the models.

      See more recommendations and evidence for reimagining the teacher role, and examples of states, districts, advocacy organizations, and teacher prep programs taking steps to make it happen in Reimagining the Teaching Role: How Strategic Staffing Can Attract and Retain Effective Teachers. You may also find individual state profiles, offering a snapshot of how each state’s policy may be helping or hindering classroom innovation.

      This press release originally appeared online.

      eSchool News Staff
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    ESchool News Staff

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  • COVID money countdown: Schools exhaust pandemic aid as federal help winds down

    COVID money countdown: Schools exhaust pandemic aid as federal help winds down

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

    Over the last three years, an influx of pandemic aid has been transformative for many schools.

    Some were able to hire social workers or give every child a laptop for the first time. Others fixed up old buildings, tutored struggling students, or revamped summer school programs.

    But that era is quickly drawing to a close. And this month marks an important stop on the way toward the end of COVID relief.

    Schools have to say by the end of this month how they plan to spend the last of their $123 billion from the American Rescue Plan, the third and final batch of schools’ COVID aid from the federal government. Then they have until Jan. 28, 2025 to spend the money.

    The deadline at the end of September matters a lot: Schools that have any money not earmarked by then could eventually have to return the funds to the federal government. And some states have said they are concerned that schools may be at risk of not meeting that deadline.

    Schools can seek an extension to spend their remaining aid until March 2026. But that won’t give them more time to officially decide how to use it — leaving some scrambling to come up with a plan before the deadline in 11 days.

    “We have been in contact, in many cases multiple times, with districts and charters to remind them of their responsibility to obligate these funds,” Tom Horne, Arizona’s state superintendent, said in a news release earlier this week. “Most are showing the ability to do this, but a number of them are at great risk of reverting funds.”

    Some Arizona school districts or charter schools had yet to commit any of their funds to a specific purpose, Horne said, and many others have earmarked only a fraction of their aid.

    Michigan said it expected some federal aid would be returned by schools, but noted it had left less than 1% of the first two aid packages on the table.

    “We do anticipate that some school districts and subgrantees will not be able to obligate funds by the end of the month and may revert funds back to the federal government,” Jeremy Meyer, a spokesperson for the Colorado Department of Education, told Chalkbeat in an email.

    Still, federal officials told reporters on Thursday they were confident that little if any money was at risk of being returned by schools. Schools across the country have already spent and been reimbursed for 87% of their American Rescue Plan dollars, officials said. Much of the remaining money has been spent, too, but hasn’t yet shown up on spending trackers due to record-keeping lags.

    Schools can’t use the aid to pay staff salaries after this month. But they can continue using it to do things like pay tutors to work with their students, finish up a construction project, or contract with a community organization to help with attendance outreach.

    Federal officials have said they would look especially favorably on applications to spend the money beyond the usual timeline on Biden administration priorities, such as intensive tutoring, efforts to boost attendance, and extra instructional time.

    Delaware, Kansas, Kentucky, Nebraska, and Puerto Rico have already applied for and received spending extensions on behalf of some districts and schools. These extensions cover some $1.1 billion in aid, federal officials said.

    Several other states, including Colorado, Illinois, Maryland, Michigan, Mississippi, New Jersey, New York, Tennessee, and Washington, D.C., told Chalkbeat that they intended to apply for spending extensions in the coming weeks or months.

    Nationwide, schools have already spent about $1.5 billion beyond original deadlines after getting extensions on their first two aid packages, federal officials said.

    Schools have struggled for a number of reasons to spend down their pandemic aid, though often not for lack of need.

    Construction delays held up spending in Mississippi, where schools spent a large share of aid on building projects. Meanwhile, supply-chain issues slowed spending in Tennessee and Illinois.

    In Colorado, some schools had trouble filling certain educator positions amidst national shortages, or they planned to hire a company to provide training and were still waiting for that service to come through, Meyer wrote.

    In other cases, not as many students or staff showed up to certain activities like summer school or after-school programs as originally anticipated, so they ended up costing less than expected.

    Chalkbeat is a nonprofit news organization covering public education.

    Related:
    Federal COVID relief dollars improved student test scores, two new studies find
    As COVID relief spending deadlines loom, one district moves ahead with an uncommon tech plan
    For more news on pandemic aid, visit eSN’s Educational Leadership hub

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    Kalyn Belsha, Chalkbeat

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  • 5 ways to use crafts to drive deeper learning  

    5 ways to use crafts to drive deeper learning  

    Key points:

    Who doesn’t love arts and crafts? From the early days of kindergarten, teachers have used crafts as a way to foster students’ curiosity, creativity, and critical thinking skills. This type of hands-on learning is often more fun than sitting at a desk and taking notes. It can even boost student communication and collaboration when they work in groups.

    Still, classroom crafts have the potential to be something much greater. By adhering to five simple strategies, teachers can elevate the role of crafts in our classrooms, transforming them from simple, aesthetic activities into powerful learning experiences that drive deeper understanding and engagement.

    Let’s dive into the five key strategies that will help foster critical thinking, problem-solving, and the application of knowledge in ways that truly resonate with our students:

    1. Optimize: This first strategy is all about taking a simple craft and measuring how it performs. Instead of just making a model, push students to optimize their designs. For instance, rather than students creating a flower out of different materials, teachers could challenge them to design a hand-crafted pollinator that can transfer pollen as effectively as possible from one flower to another. Give the class specific criteria for success, as well as constraints under which they need to operate. This encourages creative thinking and helps students understand the value of efficiency.  
    2. Iterate: In engineering, iteration is everything. We want our students to embrace the process of designing, building, testing, and refining their projects. One common strategy is to have students build the tallest tower they can that will also survive a shake table’s earthquake. Students design a tower, calculate the cost of materials, record its height, and then evaluate how well it performs. Once the test has concluded, they go back and see if they can make the tower even better! It shows students that learning isn’t about getting it right the first time–it’s about learning through the process.    
    3. Explain: It’s crucial that students can articulate their reasoning and understanding behind their creations. When they design something, they should be able to explain why it works and how it relates to the concepts they’re learning. This involves teaching students to think like scientists–make a claim, provide evidence, and explain their reasoning. This process can be used in a variety of activities, from having students share why their tower survived the shake table, to why their artificial pollinator is the most effective. What matters is that it supports the development of strong communication skills and a deeper grasp of the subject matter. 
    4. Evaluate: Critical thinking comes into play when students evaluate their work and the work of their peers. By assessing their designs against specific criteria, they learn to think critically about what makes a project successful and how it can be improved. Like iteration, evaluation and self-evaluation give students an opportunity to refine their work and explore new ideas. The best thing a student can do is to always ask, “Why?”
    5. Impact: Finally, we want our students to think beyond the classroom and consider the real-world impact of their work. There are numerous examples of young people around the world who created astounding inventions to benefit their local community. By sharing these examples in class, students can learn that their knowledge is applicable to their own backyard. Whether it’s designing a solar-powered water heater or a braille printer from LEGO Mindstorms, students should understand how their innovations can make a difference. This strategy also encourages socially and environmentally responsible thinking.

    While there’s nothing wrong with traditional crafts, teachers can leverage these activities and develop the skills our students need to succeed in the 21st century. Now is the time to transform our classrooms with meaningful, hands-on activities that promote deeper learning through creative and thoughtful teaching practices. Let’s make every craft count!

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    Ben Talsma, Van Andel Institute for Education

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  • Austin Pets Alive! | Grey Muzzle Grant Gives Senior Dogs at Austin…

    Austin Pets Alive! | Grey Muzzle Grant Gives Senior Dogs at Austin…

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  • Austin Pets Alive! | Hays County Pet Resource Center Partners with…

    Austin Pets Alive! | Hays County Pet Resource Center Partners with…

    The Hays County Pet Resource Center is now a part of Neighbors by Ring, a public safety mobile app to share hyperlocal updates with Ring camera users in Hays County. Ring aims to connect residents with public safety agencies through the Neighbors App to create safer, more informed communities.

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  • Edtech Startup Ello Gives Back to Local DC Hospitals Including MedStar Georgetown University Hospital and Children’s National Hospital

    Edtech Startup Ello Gives Back to Local DC Hospitals Including MedStar Georgetown University Hospital and Children’s National Hospital

    WASHINGTON (GLOBE NEWSWIRE) — Ello, developer of the world’s most advanced AI reading app, will be donating iPads, hundreds of early-age children’s books, and free access to the Ello app at MedStar Georgetown University Hospital and Children’s National Hospital to help support children hospitalized during their long-term care. In addition to books, this initiative includes literacy activities to help children’s learning journey and bring joy to their lives during their hospital stay.

    Learning loss for chronically ill children while they are hospitalized is a topic that often doesn’t get a lot of attention. According to a report from the American Association of Pediatrics, “Many chronic disorders require frequent hospitalizations, resulting in loss of school days and poor academic achievement. The average time students with multiple disabilities are absent from school is 28.9 days each time they are hospitalized.”

    “Our young patients in long-term care need a lot of support, including literacy support, so they don’t fall behind while they’re not in the classroom. Ello’s donation will give them the chance to read fun, engaging stories to lift their spirits while working on their literacy skills during their hospital stay,” said Katie Wallace, child life coordinator, MedStar Georgetown University Hospital.

    Ello’s co-founder Dr. Elizabeth Adams, a Licensed Clinical Child Psychologist who supported families through therapy and clinical work before starting Ello, will be meeting with families and representatives from the hospital’s Child Life Services team to donate iPads and books along with unlimited access to the Ello app.

    “Early in my career working at hospitals, I noticed this loss of learning among young patients, especially in oncology and other specialties where the children are absent for long periods from their peers and school environment,” said Dr. Adams, co-founder and CXO of Ello. “I’m thrilled that Ello can be part of a solution for these patients and their families, to help with the literacy support they need while they are hospitalized while also giving them fun, engaging books and activities to do to break up very long days.”

    Elizabeth brings a wealth of experience and expertise to Ello and the company is making significant strides in the field of education technology. She has dedicated her professional life to assessing, diagnosing, and treating children with developmental differences. Her research has included a focus on parent stress and support, cognitive and academic development, and language and literacy acquisition, particularly for children with hearing loss. During her clinical internship at Children’s National Hospital, she witnessed firsthand the impact of frequent chronic and long-term hospitalizations on children’s learning loss. This experience profoundly influenced her career path and commitment to child development which led to her creating edtech startup, Ello. Since founding Ello, Elizabeth was included on the Inc. 2024 Female Founders 250 List for growing revenue 265 percent and Ello’s subscriber base 146 percent to address childhood illiteracy with an AI powered coaching platform.

    Elizabeth met her co-founders Tom Sayer and Catalin Moreno Voss through their shared passion for child development and learning. Together, they embarked on an unusual journey for a Silicon Valley outsider, merging Elizabeth’s extensive experience in traditional settings with Tom and Catalin’s tech expertise. Their collaborative vision led to the creation of the Public Benefits Corporation, Ello, and an AI-powered reading tutor designed to support children’s literacy development.

    Since its inception in 2020, Ello has grown exponentially, serving tens of thousands of children and earned a spot as one of Fast Company’s Most Innovative Companies in 2024. Last summer, the company successfully raised a Series A round of funding and expanded its team to 40 members globally, with offices in Brazil, New York, and San Francisco.

    About Ello
    Ello is helping to solve childhood illiteracy by scaling 1:1 instruction to maximize the learning potential of all children, regardless of resources. Its first product is the world’s most advanced reading companion, powered by proprietary speech recognition and generative AI. It listens, understands, and engages with children to teach them critical reading skills as they read out loud. Ello is founded by a team of experts in education, childhood development and artificial intelligence, and backed by investors including Y Combinator, Goodwater, Project A and Homebrew. Learn more at https://ello.com.

    eSchool News Staff
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    ESchool News Staff

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  • The Importance of Listening to Our Youngest Family Members

    The Importance of Listening to Our Youngest Family Members

    You’re trying to get out the door and your 4-year-old gets upset when you don’t plan ahead and allow time and space to leave the house in an unhurried fashion. It’s been a hectic morning and you’re behind schedule and rushing your child to get in the car headed to your appointment. Before you know it, your precious 4-year-old is on the floor in a puddle of tears.

    It’s a fact that in today’s family, life is busier than ever. Trying to manage our own overcrowded schedules and commitments makes it easy to overlook the smallest voices in our families – those of our youngest children. Yet, as Christian mothers and grandmothers, we are called to recognize and honor these small voices, valuing them as individuals created in God’s image.

    From birth, children begin to develop an understanding of feelings. Your little one is picking up on how you respond to their social and emotional needs. Following your lead, they learn how to empathize and respond to the emotions of others. By listening and giving merit to what they say, you lay the foundation for their personal development and emotional safety. 

    Listening is a form of love. The Bible tells us in James 1:19, “Everyone must be quick to hear, slow to speak and slow to anger.” This wisdom applies on many levels in our interactions with young children. When we take the time to listen to them, we demonstrate our love and respect. We show them that their thoughts and feelings are important, fostering their sense of self-worth and teaching them that they are valuable as people and members of the family. 

    Let’s look at how we can listen to our youngest family members:

    Why “No” Is Important

    One of the most important words that children learn is “no.” While it can be frustrating for parents and grandparents to hear this word repeatedly, it’s crucial to understand its significance. When a child says “no,” they are expressing their independence and testing boundaries. It’s our responsibility as adults to regulate our own emotional responses and respond to our children and grandchildren with patience and understanding.

    Children may say “no” and refuse to do things to make their own choices. It means they are learning what they like and don’t like and how to interact with others. They might say “no” because they are trying to express difficult feelings they don’t understand.

    Being overly excited, hungry, frustrated, or disappointed are just a few things that may cause young children to become dysregulated. These outward behaviors may result from feelings and thoughts that they don’t yet have language to express to others.

    Teaching children how to use “no” in regard to their physical body is also very important. It’s essential that children understand they have the right to control who touches them and how, starting from an early age. For instance, if a child says “no” to being tickled, chased, or hugged, it’s critical for adults to stop immediately and respect that boundary.

    Ignoring their desire to stop can inadvertently communicate that their words, feelings, and bodily autonomy are not important. This can have negative effects on their self-esteem and cause them to question their ability to set boundaries and trust others in the future. Additionally, respecting their “no” affirms their sense of being in control of their own body, gives them confidence, and helps them feel safe and respected. This empowers children to communicate their boundaries clearly and confidently in various situations as they grow older.

    Connecting Instead of Forcing

    In moments of urgency, it’s tempting to use force to make a child comply, such as picking them up and putting them in the car when they resist. However, this approach undermines their sense of autonomy and can lead to feelings of helplessness and resentment. Instead, attempting to understand the reasons behind their resistance can be more beneficial. 

    Engaging with children calmly and asking questions can uncover the underlying cause of their behavior. Perhaps they are feeling anxious about leaving a familiar place, or they might be tired or hungry. By addressing the root issue, we not only resolve the immediate situation more peacefully, but we also teach our children and grandchildren valuable lessons in communication and problem-solving.

    The end result is a stronger relationship with your children and grandchildren where they are moving toward you in connection instead of away from you and disconnecting. 

    Feelings Are Communication Tools

    Honoring children’s feelings means taking time to validate and understand their emotions. This can be done in simple yet powerful ways:

    1. Acknowledge Their Feelings

    When a child expresses reluctance or says “no,” acknowledge their emotions. For instance, “I see you’re upset about getting in the car. It looks like you want to continue playing with your toys.”

    2. Ask Open-Ended Questions

    Encourage them to share their thoughts by asking open-ended questions like, “What’s making you feel this way?” or “What would you like to do?”

    3. Reflect Back What You Hear

    Reflect their feelings back to them to show you understand. For example, “You don’t want to leave because you’re having fun with your toys. That makes sense.”

    4. Offer Choices

    Empower them by offering choices whenever possible. This can be as simple as, “Would you like to bring a toy with you in the car?” or “Would you like me to set a timer for 5 minutes, and then we’ll leave?”

    By consistently listening to and valuing young children’s words, we build a foundation of trust and open communication. They learn that they can come to us with their thoughts and feelings, knowing they will be heard and respected. This trust is crucial as they grow older and face more complex challenges.

    Proverbs 22:6 teaches us, “Train up a child in the way he should go, even when he grows older he will not abandon it.” By nurturing a relationship based on mutual respect and understanding from an early age, we guide our children and grandchildren in a path of loving interactions.

    Our actions as parents and grandparents should reflect the love and compassion of Jesus. When we fully express the life we have in Christ, it shows up in love. Jesus said, “By this all people will know that you are My disciples: if you have love for one another” (John 13:35). By listening to our children and grandchildren and valuing their words, we are not only loving them but also living out the teachings of Christ.

    It’s understandable that modern life can be hectic, and taking the time to engage with a child’s every concern may seem daunting. However, even small steps can make a significant difference:

    Set Aside Dedicated Time

    Carve out specific times during the day when you can give your child or grandchild undivided attention, even if it’s just for a few minutes.

    Use Everyday Moments

    Utilize routine activities like car rides, meal times, and bedtime as opportunities for meaningful conversation and connection.

    Model Active Listening

    Show your children and grandchildren what active listening looks like by maintaining eye contact, nodding, and responding thoughtfully to their words.

    Listening to and valuing our youngest family members is not merely about managing behavior or avoiding conflict. It is about nurturing their spirits, fostering their growth, and building a foundation of love and trust. By honoring their words and emotions, we teach them that they matter and that they are loved and respected.

    As Christian moms and grandmothers, we have the profound responsibility and privilege to reflect God’s love in our interactions with our children and grandchildren. Let’s embrace this role with patience, compassion, and a willingness to listen, knowing that in doing so, we are helping to shape the hearts and minds of the next generation.

    Photo Credit: ©Getty Images/Anastasiia Boriagina

    Renee Bethel, author of Finding Me: A Woman’s Guide to Learning More About Herself, is a Professional Christian Life Coach and a Certified Enneagram Coach. Her passion lies in guiding growth-minded Christian moms towards embracing their identity in Christ and finding freedom in the finished work of Jesus. If you’re ready to change the way you view yourself and your place in the world, join her FREE 31-Day Challenge to Embrace Your Identity in Christ.

    Renee Bethel

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