INDIANAPOLIS, Ind. — According to the World Trade Organization (WTO), growing inflation and tighter monetary policy in the United States and abroad, along with unrest in Ukraine and the Middle East, have led to a broad-based trade slowdown in 2023. Poptential™, a family of free social studies course packages, explores the historical significance of global trade in its World History curriculum, equipping high school educators with media-rich content to help students gain a deeper understanding of the importance of free trade.
“High school students rely on robust global trade for many of the products they use every day, so it’s important for them to understand how free trade impacts our economy,” said Julie Smitherman, a former social studies teacher and director of content at Certell, Inc., the nonprofit behind Poptential. “Poptential’s global trade lessons help teachers engage students in discussions about how events, such as economic swings, geopolitical upheaval, and the Covid-19 pandemic, have disrupted the flow of trade, and the importance of trade in the effort to eradicate poverty and enhance the economies of countries big and small.”
Poptential course packages boost student engagement by using a variety of pop culture media to illustrate concepts, including those taken from sitcoms, movies, animations, cartoons, late-night shows, and other sources. Lessons on the history of global trade in Poptential World History Volumes 1 & 2 e-books, include:
The Silk Road:A video featured in a mini-lesson in Volume 1 provides an overview of China’s incredibly lucrative silk trading business along the Silk Road. Silk was used as currency to exchange for other valuable goods across many continents. This trade model was a precursor to today’s globalization of trade and is not to be confused with the online black market entity titled Silk Road, which was shut down by the FBI in 2013.
Mongol Empire Accelerates Trade: With the start of the Mongol Empire in 1206, trade began to flourish. Mongol control of the Silk Road made it a safer route, allowing European merchants and craftsmen to journey to China for the first time in history. The December 4 bell ringer features a video that looks at Genghis Khan’s legacy, the rise of the Mongol Empire, and its influence on trade between East and West.
Encouraging Trade Relations: Founded in October 1945, the United Nations deals with many foreign policy issues. Featured in the same bell ringer, this video outlines the establishment of the U.N. and the role it plays in encouraging good relations among its members to promote social and economic cooperation, such as trading among nations.
Exploiting Resources and Trade Routes: Areas of the world that are rich in natural resources, such as oil, precious metals, and minerals, or those that have important trade routes, have throughout history been exploited by outsiders who want to gain control of the flow of their resources. This video in Volume 2 offers a look at how Europeans took control of Africa in the late 1800s to reap the financial benefits of its many natural resources.
Poptential course packages include everything instructors need to teach a subject, including lessons, e-books, bell ringers, quizzes, and tests. The curriculum is standards-based and developed by teachers.
Poptential is available via a digital platform that allows students to access lessons even in poor bandwidth environments. Course packages in American History, World History, U.S. Government/Civics, and Economics are available free at www.poptential.org.
About Certell, Inc.
Certell is a 501(c)(3) nonprofit dedicated to fostering a generation of independent thinkers. With over 100,000 users across the United States, Certell’s Poptential™ family of free social studies courses has garnered numerous awards, including recognition from EdTech Digest Awards, Tech&Learning, Tech Edvocate Awards, the National Association of Economics Educators, and Civvys Awards. For more information about Poptential™ and Certell’s mission, please visit www.poptential.org.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Chicago — Several schools in the Saint Louis Public Schools (SLPS) district have signed on to bring the immersive power of virtual reality technology to students this school year with ClassVR, from Avantis Education. So far, 17 of the schools in the district have leveraged federal ESSER funding to purchase the award-winning AR/VR headsets, which include thousands of pieces of VR and AR content to support all subject areas. Implementation is planned for later this school year.
Douglas Combs from Haddock Education Technologies coordinated the purchases following an ESSER showcase for SLPS principals and teachers. “When schools come to us asking about the benefits of AR and VR technology in the classroom, we know ClassVR will provide them with what they want,” said Combs. “At SLPS, school leaders were seeking something cool and exciting to engage students in the content they were learning in class. ClassVR is the perfect fit.”
ClassVR is an all-in-one VR/AR headset designed specifically for K-12 schools. Used by more than 1 million students in 100,000 classrooms around the world, it includes all hardware, software, training, support and implementation services needed for teachers to deploy AR/VR in their classrooms. ClassVR gives teachers access to thousands of VR and AR resources and content to enhance lessons and engage students more deeply in what they are learning. Students can virtually experience walking with polar bears, swimming with sharks, or traveling back in time to see what it was like in a World War I trench. New for the 2023-24 school year, Avantis aligned 400+ lessons in ClassVR to U.S. State Standards in science, social studies and English language arts, providing added value and convenience for teachers.
ClassVR qualifies for ESSER funds because it helps teachers support student academic achievement and address learning loss.
“School and district leaders are increasingly looking to new and emerging technologies to help them support student learning and AR/VR is a big part of these conversations,” said Avantis Education’s Chief Executive Officer, Huw Williams. “ESSER funding is making these technologies even more accessible for schools and we are looking forward to being able to bring the power of virtual reality into even more classrooms, both in St. Louis and across the country.”
Avantis Education, the creators of ClassVR, provides simple classroom technology used by more than a million students in over 90 countries.
The world’s first virtual reality technology designed just for education provides everything a school needs to seamlessly implement VR technology in any classroom, all at an affordable price. To learn more visit www.avantiseducation.com and www.classvr.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
24 pets
facing euthanasia are arriving at APA! now as their originating shelter
was presented with a potential eviction. The 90+ remaining animals in
the No Kill shelter hold the same fate if they can’t be moved to other
places.
With college application season in full swing and the competition for acceptance into top schools more competitive than ever, students are turning to AI-powered tools for application support, reveals a new survey from Brainly. Seventy percent of high school juniors and seniors believe AI-powered tools, including ChatGPT, can be a resource in brainstorming ideas for their college essays or short answer responses. Brainly’s survey earlier this year reveals that high-school students are also accessing AI-powered tools, such as those integrated into Brainly’s educational app, for individualized homework help.
Brainly’s survey comes when the acceptance rate among the best universities continues to shrink, making it harder for students to gain entry to their top higher education choices. For example, the College Board reports that in 2022, Harvard received applications from 61,220 students – the highest-ever number of applicants, but only accepted 1,214, the elite university’s lowest acceptance rate.
The survey data underscores a fundamental change in how students utilize AI tools for college applications. Rather than relying solely on AI to write their essays, students use these tools to foster critical thinking, inspire creativity, and brainstorm potential topics. The statistics demonstrate a nuanced and balanced approach, showcasing that AI is not replacing traditional guidance but enhancing and complementing it.
Highlights of the survey include:
Increasing reliance on AI-powered tools: Nearly 70% of surveyed seniors believe AI-powered tools, including ChatGPT, are valuable resources for brainstorming ideas for college essays and short-answer responses. This data reinforces the growing acceptance and reliance on AI for creative inspiration in the competitive field of college admissions.
Growing trust in AI tools: Almost 60% of seniors express trust in responses generated by AI-powered tools, highlighting confidence in the technology’s ability to guide them through the application process. This finding emphasizes that students view AI as a helpful and trustworthy ally in navigating the intricacies of college applications.
Juniors plan to engage AI tools: Nearly 73% of high school juniors are considering leveraging AI-powered tools for brainstorming ideas. This indicates a proactive approach by juniors to integrate AI into their application preparation, showcasing a shift in how students approach college admissions well in advance.
Collaboration with traditional guidance: While AI tools are gaining popularity, the survey reveals that seniors also seek guidance from traditional sources, with 57.5% consulting a college counselor and 48.3% turning to a parent or family member. This indicates a complementary relationship between AI and traditional support systems in the college application journey.
“Brainly’s survey results closely align with what I see in the students I work with and prepare for college,” said Cammy Barber, MEd, School Counselor & Department Chair, St Augustine High School, St Augustine, Fla. “Students are looking for ways to save time and assure them that they are on the right path. AI-powered tools can help students brainstorm ideas for a college essay. It can give suggestions for how to write a college application essay for those who lack writing skills, too. It’s also a great way to narrow a student’s search criteria when looking for a college.”
The “Public Libraries and Book Bans – Parent Perception Survey” gathered insights from 1,527 parents and guardians with children under 18 in two surveys during October and November 2023. The surveys asked parents and guardians about their perception of librarians’ trustworthiness as professionals and curators of a library collection. The results are detailed in a new report from EveryLibrary Institute and Book Riot.
Top-level findings are:
An impressive 92% of parents, grandparents, and guardians trust librarians to curate appropriate books and materials.
90% of parents report being comfortable allowing their child to select their own materials and 96% feel their children are safe within the library.
83% agree that librarians know what books children would love; 77% agree that librarians are friendly and approachable; 77% agree that librarians make the library a place for fun and creativity; and 85% agree that librarians support children’s learning.
91% of parents and guardians say that they trust public librarians and 86% find school librarians trustworthy.
Parents are of mixed opinion on whether they think public librarians have a political agenda:
Yes, and they should = 35%
No, but they should = 9%
Yes, and they should not = 12%
No, and they should not = 44%
85% of parents report being satisfied or very satisfied with librarians
The survey results demonstrate that librarians in schools and public libraries are trusted by families of various backgrounds and income levels and are valued in society. Librarians are valued in society and are central to education and communities. They foster safe, engaging environments that support learning and creativity, with their expertise and warmth resonating deeply with parents nationwide.
“This survey shows how out-of-touch politically motivated book banning and censorship groups are,” said John Chrastka, EveryLibrary Institute Executive Director. “Contrary to the narratives that so-called parent rights groups are advancing, parents across America value librarians’ roles in our communities and our children’s education. Pro-censorship groups do not represent the vast majority of parents or guardians in their beliefs about librarians, reading, education, and civil society.”
“Book Riot is excited to continue collaborating with EveryLibrary Institute on this important project. This survey is the next step in our shared goal of championing literacy, supporting libraries and librarians, and learning about parental perceptions of the work that librarians do,” said Vanessa Diaz, Book Riot Managing Editor. “It’s a natural extension of Kelly and Danika’s tireless efforts in spreading awareness of the state of censorship and books bans in the US, and we hope as ever that this research will both educate and be a catalyst for change.”
“We are once again excited to partner with EveryLibrary on assessing and understanding parental perceptions of the public library,” said Kelly Jensen from Book Riot. “This series of surveys further our knowledge on what libraries are doing right and allows us to see where and how we can advocate for better understanding the roles libraries play in the lives of the average person. We continue to be thrilled to see the vast majority of parents think that the public library is a safe place for their children.”
In a new analysis, the National Council on Teacher Quality (NCTQ) finds that most states (29 states and the District of Columbia) use a weak elementary teacher reading licensure test, meaning that they do not effectively measure teachers’ knowledge of scientifically based reading instruction prior to entering the classroom. One state, Iowa, requires no reading licensure test at all. This shortcoming means that, every year, nearly 100,000 elementary teachers across the country enter classrooms with false assurances that they are ready to teach reading.
More than 50 years of research has illuminated the most effective way to teach children to read. It requires systematic, explicit instruction in the five core components of the science of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Preparing teachers to teach these five components—known as scientifically-based reading instruction—can ensure more than 1 million additional students enter 4th grade able to read each year.
Unfortunately, far too often, states allow teachers into the classroom inadequately prepared to teach reading. Licensure exams, if rigorous and aligned to the science of reading, can serve as an important guardrail for making sure teachers have this critical knowledge. However, many licensure tests are weak in that they do not adequately assess teachers’ preparedness to teach reading. Far too many states are using these weak tests.
“Every child deserves great reading instruction, but far too many children aren’t receiving it,” said NCTQ President Heather Peske. “As part of a comprehensive strategy to improve reading instruction, states can help ensure teachers are prepared to teach reading effectively by requiring stronger licensure tests.”
Examining every elementary teacher reading licensure exam currently being used by states, NCTQ looked for evidence that the tests adequately address the five core components of reading. NCTQ also examined whether these tests devote undue attention to methods of reading instruction that have been debunked by research and can hinder students from becoming strong readers, such as three-cueing. Additionally, NCTQ checked whether these tests combine reading with other subjects. This is important because if subjects are combined, the teacher’s understanding of reading could be masked. Using these criteria, NCTQ determined whether tests were strong, acceptable, weak, or unacceptable.
Key national findings:
Of the 25 elementary teacher reading licensure tests in use by states, the majority (15) are weak.
Just six exams are rated “strong” and four are rated “acceptable.”
Across these 15 weak licensure tests:
Ten do not adequately address all five components of the science of reading.
Five combine reading with other subjects, such as social studies or science.
(Note, one test fits into both categories listed above)
One includes too much emphasis on content contrary to research-based practices.
The majority of states (29 states and the District of Columbia) use “weak” tests that do not signal whether teachers have the knowledge they need to teach students to read.
“Teachers who aren’t prepared in the most effective instructional practices for teaching reading unknowingly enter classrooms ill-prepared to help students become successful readers,” said Peske. “This lack of preparation has a profound impact on students’ literacy skills and future prospects, especially among students of color and those living in poverty.”
Roughly one-third of children in elementary classrooms across the country cannot read at even a basic level by the middle of the fourth grade. The situation is even bleaker for historically marginalized students, for whom inadequate reading instruction is yet another barrier to educational equity, with 56% of Black students, 50% of Hispanic students, 52% of students in poverty, 70% of students with disabilities, and 67% of English Learners reading below basic reading levels.
Students who are not proficient readers are four times more likely to drop out of high school, face lower lifetime earnings, and have higher rates of unemployment.
Recommendations To address this pressing issue, the NCTQ recommends the following solutions.
State education leaders should:
Transition to a stronger reading licensure test: States select and approve the tests that their teachers must pass for licensure. Requiring a stronger test will likely lead to better reading instruction in elementary classrooms across the state as preparation programs will be motivated to align their courses with the components of reading addressed in a stronger test.
Require a strong reading test for anyone teaching students in the elementary grades. In some cases, states require reading tests for general education elementary teachers but not for special education teachers or for early childhood teachers who are licensed to teach lower elementary grades. These loopholes ultimately hurt the students who most need teachers capable of building a foundation in literacy.
Testing companies should:
Shore up weaknesses and clearly identify limitations in existing tests: Both major testing companies, ETS and Pearson, have strong and acceptable reading licensure tests on the market, but they also offer tests that omit numerous topics from the core components of reading, and that combine reading with other subjects, diluting the assessment’s ability to verify teachers’ reading knowledge.
Resources
Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at KevinHogan@eschoolnews.com
Santa Barbara, CA —ParentSquare, the award-winning unified school-home engagement platform for K12 education, has acquired Remind, a popular platform for communication and learning.
The merger will expand ParentSquare’s current offerings with additional communication tools that reach students and families where they are and support learning wherever it happens. Millions of educators, students, parents and caregivers utilize the Remind platform to connect with the people and resources that help them teach and learn. The Remind platform is used in over 80% of public schools and by 60% of teachers in the United States.
The combined company will be known as ParentSquare, and its core business will continue to be school-home communications. ParentSquare will merge the two companies’ leadership, teams and communications platforms, preserving the best features from both sets of products and giving customers the option of adopting additional features. Remind products will keep their names.
“Remind has a very strong following with teachers, and ParentSquare has a strong unified platform for districts and the full school community,” ParentSquare President and Founder Anupama Vaid said. “Together, we can advance both companies’ mission of increasing student success through improved communications and achieve more together than we could have individually.”
Remind Chat, Remind’s two-way text messaging for the classroom, will continue to be available free of charge. The app allows teachers to easily connect with students and families in their preferred language, all while keeping their personal phone number private.
In addition, Remind Hub, Remind’s paid communications platform for schools and districts, will remain available to existing customers. Remind Tutoring will be discontinued so that the newly-combined company can focus solely on family and community engagement through communication.
“Strong relationships are at the heart of student success — and communication is an essential part of that,” Remind CEO Quenton Cook said. “By focusing on communication and our combined strengths, we will be even more effective champions for teachers, parents and the broader school community.”
The acquisition closed in November. ParentSquare received legal advice from Gibson, Dunn & Crutcher LLP; Remind received legal advice from Gunderson Dettmer LLP and financial advice from Macquarie Capital. Financial details of the merger were not released.
About ParentSquare™
ParentSquare is the leading provider of modern family and community engagement solutions for K12 schools. Millions of educators and families in 49 states rely on the multipurpose unified platform that includes mass notifications, classroom communications, school websites, and other communication-based services, all supported by visual dashboards. ParentSquare’s technology platform features comprehensive integrations with school administrative systems, translation to more than 100 languages, and app, email, text, voice, and web portal access for equitable communication. Founded in 2011, the company is headquartered in Santa Barbara, CA. Learn more at https://www.parentsquare.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
INDIANAPOLIS — Certell, the creator behind the Poptential™ family of free social studies course packages, announced a significant update to its digital curriculum and platform designed to help students better understand the principles that have shaped American history while giving teachers tools to better manage their classroom and improve learning.
Poptential course packages have been updated to incorporate “American Principles” designed to foster a greater understanding of American civic life and sharpen critical thinking skills among students. Additionally, Certell introduced a powerful new dashboard for teachers called Engauge™, which helps instructors understand student engagement with Poptential e-books in real time.
The integration of American Principles into Poptential social studies courses is a significant milestone. These principles are fundamental ideas that have shaped U.S. history, culture, and identity, serving as the bedrock of American civic life. The goal is to ensure that students not only grasp these principles but also understand why they were deemed essential by the nation’s founders.
Julie Smitherman, a former social studies teacher and director of content at Certell, expressed the importance of this update, stating, “An understanding of American Principles is as relevant today as it was at the founding of our country. It equips students to analyze history critically and think independently when addressing current issues, preparing them to become engaged citizens.”
The seven American Principles seamlessly integrated into Poptential are Civic Engagement, Egalitarianism, Entrepreneurship, Governance, Individualism, Liberty, and Trade.
In addition to American Principles, Poptential e-books now feature Pop! exercises designed to cultivate students’ Passion, Original thinking, and Power to change the world. These exercises enable Poptential students to gain a profound understanding of the world and how they can positively impact society.
Used with Poptential e-books, Engauge captures real-time data on student engagement with online materials and homework. The free dashboard provides teachers with a range of insights, including:
● The ability to track completed, partially completed, and unfinished work.
● Class-level data showcasing how students engage with the e-books.
● Comparative data to assess individual student performance against class averages and other benchmarks.
“Many data-driven tools provide formal assessments of students, but Engauge is different because it provides evidence of student engagement in the tools used for learning,” said Andy Wiggins, social studies teacher at North Central High School in Indianapolis, IN. “This behind-the-scenes look at student learning activity can help teachers set students up for success when it comes time for more formal assessments.”
Engauge also serves as a helpful professional development tool for teachers. Since data-informed decision-making is at the heart of Professional Learning Communities (PLCs), Engauge can help teachers analyze student learning data to identify areas of strength and areas for improvement.
Poptential courses offer comprehensive content for instructors, including lessons, e-books, bell ringers, quizzes, tests, and pop culture media to make learning engaging and relatable. Poptential offers course packages in American History, World History, U.S. Government/Civics, and Economics, all available for free at www.poptential.org.
About Certell, Inc.
Certell is a 501(c)(3) nonprofit dedicated to fostering a generation of independent thinkers. With over 100,000 users across the United States, Certell’s Poptential™ family of free social studies courses has garnered numerous awards, including recognition from EdTech Digest Awards, Tech&Learning, Tech Edvocate Awards, the National Association of Economics Educators, and Civvys Awards. For more information about Poptential™ and Certell’s mission, please visit www.poptential.org.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
In districts across the country, educators are continuing to support students with post-pandemic learning recovery. Many students are still reading below the level appropriate for their grade–roughly one-third of fourth graders in the United States read at or below what’s considered the basic level. And unfortunately, even before the pandemic, reading achievement has been low over the past several decades.
Districts incorporating the science of reading into their curricula are seeing improved student outcomes. However, because the science of reading refers to broad research in a variety of fields on how a child learns to read, practical applications have not yet been widely taught to educators and there is a sizeable gap between theory and action.
Educators deserve relevant professional development in research-based instructional practices to inform their classroom instruction. One example to learn from is the “Mississippi Miracle,” in which a state once ranked second to last in the U.S. for literacy saw fourth-grade reading scores rise by 10 points – even after school closures during the pandemic – due to an emphasis on explicitly teaching foundational reading skills and professional development.
To help other school leaders start replicating the success that administrators and educators experienced in Mississippi, district leaders can guide the implementation of the science of reading principles through high-quality instruction in phonological awareness, phonics, vocabulary, fluency, and comprehension. To do this effectively, it is important to align lessons with research-based practices that don’t encumber or overwhelm administrators, educators, or students.
Provide trusted resources
Educators need a consolidated source of trusted resources when making any significant classroom changes. This includes research, webinars, and other content to guide implementation.
Each state’s department of education may have guidelines, frameworks, and resources for implementing the science of reading. The U.S. Department of Education also provides resources and guidance on evidence-based practices in literacy. District leaders can supplement those guidelines with training programs that offer explicit, systematic approaches to teaching reading, or attend a webinar series from education technology partners that offers data-driven suggestions for literacy curricula.
Digital resources include Literacy Worldwide, research-based articles from the International Literacy Association (ILA), and peer-reviewed reports from journals like Reading Research Quarterly, the Journal of Educational Psychology, and the Journal of Literacy Research. The science of reading is an evolving field, so it’s essential that both administrators and teachers have the necessary resources to stay up to date with the latest research and best practices.
Choose the right classroom technologies
Supplemental classroom technology that aligns with science-based practices not only helps ease implementation of new curricula but can also tell educators where to target instruction respective to each student’s understanding.
Adaptive technology can assess students’ current literacy levels through formative, diagnostic assessments and then create personalized learning paths for each student. These real-time insights ensure students work on the specific skills they need to develop, whether it’s phonics, reading comprehension, vocabulary, or writing. Students who excel in a particular area can access more advanced content, while those struggling can receive additional support and practice. This differentiation makes certain all students are challenged at an appropriate level.
Many adaptive education platforms incorporate interactive and multimedia elements, making the learning process more engaging for students. Gamification, interactive exercises, and multimedia resources can capture students’ attention and keep them motivated to practice literacy skills.
When students experience success and progress in their literacy skills through education technology, it can boost their confidence and motivation. This built-in positive reinforcement can have a significant impact on their overall learning experience. That said, literacy and reading technology should always be chosen with the understanding that it is not meant to replace teacher-directed instruction but to complement it.
Be prepared to make strategic changes
Implementing science of reading curriculum in classrooms requires careful planning, strategic rollout, and the flexibility to make adjustments as needed. The science of reading is an evidence-based approach to teaching reading that focuses on the underlying cognitive processes involved in reading – as such, best practices are subject to change with the latest research and with anecdotal evidence from student performance.
Start by defining clear, achievable, and measurable objectives. These objectives should be aligned with your school, district, or state’s literacy goals and standards. Instead of implementing the curriculum all at once, consider a phased rollout. Districts can also consider establishing a system for teachers, students, parents, and caregivers to provide feedback on the new curriculum and spotlight necessary adjustments.
Not all students and classrooms are the same, and what works for one group may not work for another. Implementing a new curriculum takes time, and success may not be immediate. Patience and a commitment to evidence-based practices are key to ensuring that the science of reading best practices have a positive, lasting impact on students’ reading skills and motivation to learn.
Kim Wooden, Principal Product Marketing Manager, Discovery Education & Former Deputy Superintendent, Clark County School District
Kim Wooden served as Chief Student Services Officer and, subsequently, Deputy Superintendent with Clark County School District in Las Vegas, NV for 10 years. She spent 6 years serving students in higher education as an adjunct professor and other roles with the Sanford Education Center at National University. After spending some time as a senior edtech consultant, she transitioned to her current position as principal product marketing manager at Discovery Education.
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Kim Wooden, Principal Product Marketing Manager, Discovery Education & Former Deputy Superintendent, Clark County School District
In the often stormy waters of public education, there’s an analogy I like to use to describe what school boards do: I think of each school district as being a ship–not a smaller size boat, but more like an ocean liner. In a time when there is confusion around what school board directors do and don’t do, this analogy can help clarify the role of the school board.
Think of the superintendent as the captain, the one who’s responsible for steering the ship and making sure everyone is doing their job to ensure it’s heading in the right direction. School board directors are akin to the navigators. They’re looking out across the horizon and pointing toward where the ship should be heading. That direction should align with the community’s desires as well as the needs of the students. School boards lay out big, long-term priorities such as strategic planning, budgetary goals, and financial stability. They also support and evaluate the superintendent, who is their only employee.
However, ships can get knocked off course by tempests like a pandemic or even less cataclysmic factors, such as public opinion, changing demographics in the district, financial challenges, collective bargaining agreements, new board members, or a new superintendent. When that happens, the board’s role is to continue to look toward the destination and give the captain and staff the ability to right the ship and continue onward.
Roles and responsibilities
School board directors are elected to represent their constituents, but individuals may take different approaches to this role. Some believe they were elected to advance a specific platform or position. This is often called the delegate model of representation, in which they feel obliged to make decisions that closely align with their constituents without exercising their own judgment. Another approach is referred to as the trustee model, where the board member believes that voters elected them to use their best judgment in ways that are in line with the overall needs of the whole community and student body.
The trustee approach has the advantage of allowing school directors to consider all available information, some of which might not be widely known by the general public because, for example, they aren’t participating in board work sessions that allow school directors to dive deeply into all aspects of an issue. Also, following the trustee model enables the board member to gather additional input from students, families, and the community as needed to make the most informed decisions.
Regardless of their approach, school board directors need to act in the best interest of students. Here in Washington state, one of our school board standards states that the job of school board members is to create conditions for students and staff success.
Because the nature of their elected office is collaborative, school board directors are in constant communication with various audiences: families, taxpayers, district voters, students, legislators, local government leaders, and their peers in other districts or associations. The form this communication takes may vary by district. For example, many boards have student representatives who can speak directly to their fellow members and have the ability to contribute input on policies.
This extensive communication gives school board directors the opportunity to explain the nuances of their job, which are often misunderstood by the general public. A school board director’s role is governance rather than management. I often share the example that if you’re a family member who’s frustrated by something going on in your student’s classroom, you might call a school board director who lives in your neighborhood to lodge a complaint against a teacher. However, that is not in any way the role of the school board.
School board directors must never forget that they are responsible for the overall strategic direction of a district. This ensures they don’t become fixated on one specific interest or devote too much energy to something that amounts to a tiny fraction of the district’s work. A best practice is to explicitly delegate authority to superintendents–and to provide sufficient resources and autonomy for them to do their jobs. This helps boards avoid diverting their attention from strategic matters.
Creating chaos vs. being a force for good
People often wonder how much power school boards wield. The truth is one individual school board director has no power—they only have the power to take any official action if they are part of a quorum.
Where it gets more complicated is the question of indirect power. Board members can have a lot of influence on their communities and on each other, and a responsible board member must be very thoughtful about their role. Board members can be a force for good by correcting misinformation, being supportive of the district, and sharing how the community can engage in collaborative conversations with the district.
The biggest qualification
I have 18 years of school board experience, and when I joined my local school board, I thought I knew a lot about my school district. I did not. I was a parent, but I didn’t understand how the district worked and what the different factors were that went into educating students–and I’m not alone in this assessment among fellow board directors.
One of the most important qualifications to be a successful school board member is having an open mind. You need the ability to listen, to learn, and to admit when you are mistaken. This is how I’ve witnessed several of my colleagues grow into successful board directors. Too often, I’ve seen board members come into the role laser-focused on a particular issue–like building infrastructure–only to quickly realize there are hundreds of issues affecting the district.
Another important qualification is being focused on what’s best for students–not just their academic success, but are the students seen and heard? Do they feel like they belong and can grow into who they were meant to be during their years of education? Ultimately, creating an environment where students can succeed is a board member’s top priority.
Focus on strategic vision
At a time when even education is more politicized than ever before, knowing what school board members can and cannot do is critical for an effective school system that serves student needs, while respecting the values of the communities they serve. For optimal impact, the school board’s focus should be on the overall strategic vision for the district, and ensuring students and staff have what they need to succeed.
Understanding that only responsible and informed school board directors can meaningfully contribute to the long-term success of a school district is the first step in fostering an environment where students can thrive.
Tricia Lubach, Director of Leadership Development, Washington State School Directors’ Association
Tricia Lubach is the Director of Leadership Development for the Washington State School Directors’ Association, where she works closely with the 1,477 elected school board members her state agency serves.
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Tricia Lubach, Director of Leadership Development, Washington State School Directors’ Association
MENLO PARK, Calif. (Newswire.com) – Swivl, a future-ready edtech company with a suite of reflective tools, announced today the addition of its newest tool, Mirror, an AI-enabled hardware and software platform that automates reflection and brings valuable metacognitive insights for educators. The Mirror aims to partner with teachers and help them develop the metacognition and even higher-order skills students need to thrive with AI.
Reflection holds untapped potential to revolutionize education and prepare students for life in an AI-driven world. Automated reflection can help solve the intrinsic motivation challenge by fostering goal alignment on both individual and communal levels, expediting learning processes, and establishing fresh assessment benchmarks. The time of exclusively grading based on results is behind us; assessing reflection is now crucial for advancing education.
In today’s classroom, there’s not enough time for students to accurately reflect and for teachers to obtain this data. According to a study conducted by the Bill and Melinda Gates Foundation, on average, American teachers only have three minutes per hour of instructional time to devote to activities that allow students to reflect on their learning. The Mirror makes it easier to apply reflection to more learning scenarios and will enable teachers to gather reflection insights quickly.
“After observing classrooms for more than a decade, we believe the implementation of AI into student learning must be done intentionally, and one of the biggest opportunities is in helping them reflect,” said Brian Lamb, CEO and co-founder of Swivl. “Reflection is incredibly powerful, but it has been left behind other edtech advances. Fortunately, the Mirror allows educators and students to easily and regularly reflect throughout the learning experience and develop skills, creating short-term and long-term benefits.”
The Mirror requires minimal teacher setup and can serve as a self-service kiosk, enabling students to engage in reflection at their convenience. Teachers have the flexibility to define recording goals and arrange activities for both individuals and small groups. These simple or multi-step activities encompass a wide range of tools for recording skills, discussions, visual thinking, and even mindful breaks. The device, designed for versatility, is rugged and portable to accommodate various usage scenarios.
“With the Mirror, teachers can spend less time setting up and gathering reflections and more time focusing on applying their insights,” continued Lamb. “This brings the benefit of a more goal-aligned classroom and develops stronger metacognitive skills than ever — an essential skill for thriving in an AI-driven world.”
The Mirror is available today with expected delivery within 30 days. Swivl is kicking off the launch with The Innovator’s Program, a limited-time campaign for schools to partner with them on the software features that will be seamlessly delivered over the air with each month of use. As part of this partnership, participants can acquire the Mirror at a reduced cost and, in exchange, contribute a second Mirror to a school of their preference.
Swivl is a future-ready edtech company with a suite of reflective tools. The company built its foundation in education with tools to support the development of classroom management skills. With over a decade of operation, Swivl has expanded to cover a full range of reflection applications for students and teachers.
Source: Swivl
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Low-income Los Angeles County residents who are behind on their utility payments have a chance at keeping the water on, with a federally funded program that has been extended through March.
The Low Income Household Water Assistance Program, administered by the California Department of Community Services and Development, was established by Congress in December 2020 as a one-time support to help low-income Californians pay past-due or current bills for water, sewer or both services.
Through the program, eligible applicants can receive up to $15,000 in assistance.
The program kicked off in 2021 with an estimated $5 million funding, said Frank Talamantes, home energy assistance program supervisor for the Pacific Asian Consortium in Employment.
For the last two years, Talamantes said only $2 million has been used to assist Californians.
The program was set to end this fall, but it will now remain available through March or until the funding runs out.
“When you want to dip into your savings [to pay your bill], why not apply for the program to help you with your water,” he said.
Here’s what residents need to know about eligibility requirements and how to apply.
Who is eligible for assistance?
The program is available to both low-income renters and homeowners — even though most renters are not responsible for their water and sewer bills.
Homeowners are eligible for the program if their total household gross income is at or below 60% of the state median income.
For example, if a resident lives in a three-person household with a monthly income of slightly more than $4,300, the applicant is eligible. The California Department of Community Services and Development’s online website has a household income eligibility guide that residents can reference.
An applicant is also eligible if a household member is a current recipient of CalFresh, CalWORKs, or the Low Income Home Energy Assistance Program.
Renters who are in charge of paying for their water and sewer bills can qualify for the program if they are past due on their rent. To get the benefit, the renter would need to complete an agreement with their landlord as part of the application.
How to apply
Interested applicants can check online to determine whether their water and sewer provider is enrolled in the Low Income Household Water Assistance Program. Providers such as the Los Angeles Department of Water and Power and the Los Angeles County Public Waterworks Districts are enrolled.
According to the state Community Services and Development website, some utility providers cannot accept program assistance payments on current bills. Residents should check with the enrolled service provider on what the program can assist with.
Proof of income for all household members. (That includes proof of participation in CalFresh or CalWORKs.)
California I.D.
Talamantes said that if a homeowner or renter is in the country illegally, he or she can still be eligible for the program as long as one household member is at least 18 and a U.S. citizen; that person can apply for assistance.
The Los Angeles Police Department announced Saturday that it has been “temporarily” barred from YouTube after the department put up footage of a violent attack on the video web site.
“The YouTube channel for LAPD HQ has been temporarily suspended after we posted a video of a brutal attack in Pacific Division asking for the public’s help in identifying the suspects,” the LAPD said on social media site X. “We have appealed the suspension and have been denied.”
YouTube, which is owned by Google, didn’t immediately provide comment.
The LAPD has an extensive YouTube channel, with 69,000 subscribers. The department regularly posts videos, including graphic footage from officers’ body cameras. Some videos come with warnings about the violent imagery.
The department also uses its YouTube channel to post interviews with Chief Michel Moore, public service announcements and department news.
LAPD Officer Drake Madison told The Times on Saturday that the video that prompted the suspension was of a violent incident in the Venice area. He declined to comment further on the YouTube suspension.
A news release this week from the department described the attack and how two suspects punched a man and hit him in the head with bolt cutters. The LAPD said the man sustained “significant injuries to his head” and was knocked unconscious in the Sept. 28 incident near the intersection of Speedway and Market Street. The two suspects fled on bicycles.
A video of the incident that accompanied the news release was removed “for violating YouTube’s Terms of Service,” according to a note on YouTube.
Video of the incident also is posted on the X account run by the LAPD, where it remains.
A note from the LAPD about the suspension states that until the “issue can be resolved,” critical news briefings will be posted on the LAPD’s website.
Two Cincinnati animation firms, Pixel Fiction and Lightborne, joined forces to support Mindful Music Moments, Cincinnati non-profit The Well’s signature program that brings world-class music in combination with daily creative, calming prompts to schools and classrooms in Greater Cincinnati and far beyond.
The Well’s Director of Music and Arts Programs, Bryce Kessler says “We heard from a lot of our teachers that students need support in focusing their attention. As a small non-profit, we needed to find a dynamic, cost- and time-effective way to create daily video content in addition to daily audio content for all 300 schools and national partnerships we serve. Kessler continues, “we innovate and learn directly from our school partners and lean in to our 50+ schools in Cincinnati and Northern Kentucky to make sure we are always supporting the ever-changing environment.”
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Tom Lamont is the painting and design technology instructor at Blackstone Valley Regional Vocational Technical High School (BVT), in Upton, Massachusetts. Mr. Lamont offers his vocational high school students a unique hands-on opportunity to learn about the design industry and to prepare for jobs in the workforce.
While some of the recent efforts focused on recruiting more teachers of color have paid off, keeping those teachers in our schools and classrooms is an urgent challenge.
You’ve heard all the news about kids using ChatGPT to cheat, but there’s another side to this story. Just as the internet revolutionized education, AI will be the next game-changer.
Education is changing because the world is changing. During the pandemic, teachers and students rapidly adopted new tools to pivot to remote and hybrid learning.
Now in his 10th year of teaching, John Arthur’s students have gained national recognition as champions for children and immigrants like them through music videos and other digital content they create and share across platforms.
I believe that the low supply of STEM professionals can be attributed to significant barriers to entry originating in educational settings–this is to no fault of teachers and administrators, but how the educational system is structured.
The benefits of STEM (science, technology, engineering and math) education are numerous, and one would be hard-pressed to find a school district that doesn’t have a project, initiative, class, or lesson with the acronym in its title.
Prior to the pandemic, reading achievement had been showing little to no growth. Scores have continued to decline, in part because of pandemic-related learning interruptions.
Indiana is in the midst of an enormous undertaking to improve literacy rates. The approach: Align state standards, curriculum, and teacher training programs with practices rooted in the science of reading.
When it comes to digital equity, U.S. schools are well-positioned to help families get online with low-cost, high-speed internet options through the federal government’s Affordable Connectivity Program
This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.
Indiana is in the midst of an enormous undertaking to improve literacy rates. The approach: Align state standards, curriculum, and teacher training programs with practices rooted in the science of reading, which emphasizes phonics to help students decode words.
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When it comes to digital equity, U.S. schools are well-positioned to help families get online with low-cost, high-speed internet options through the federal government’s Affordable Connectivity Program
Mentorship is an essential aspect of professional growth and development for early childhood educators, but for many training programs, mentorship components are either not well supported or are missing altogether.
Educators face myriad dilemmas in the wake of ChatGPT’s explosion, with some of the most popular including teaching with ChatGPT and how to address student use of AI chatbots in assignments.
Belonging is a fundamental human need. We are all searching for a sense of connection with the people and places in our lives. Students and school staff are no different.
School models are, for the most part, outdated–and very overdue for replacement. When students reach high school, research shows that close to 66 percent of students are disengaged.
Our students’ belief that everything they need to know is online can, without the right skillset, leave them prey to misinformation. So how do we teach our students to steer through the online ocean of data to be both effective researchers and responsible digital citizens?
In early September, CISA announced a voluntary pledge for K-12 education technology software manufacturers to commit to designing products with a greater focus on security.
Every teacher hopes to ignite, empower, and engage the students who walk through their classroom door. Ample research has shown that student engagement is crucial to overall learning and long-term success.
Incorporating social and emotional learning (SEL) throughout the school day has risen in popularity over the last few years, especially to counteract the increasing rates of anxiety and depression in students.
With so much publicity, it is reasonable to assume that all students from middle school through post-secondary are aware of ChatGPT’s power. Whether you like it or not, we have a new partner in the classroom.
This survey will take approximately 5 minutes to complete. All information received will be strictly confidential.
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Ayude a las mascotas del condado de Hays: breve encuesta
¡Su participación es importante para nosotros! Complete esta breve encuesta para informar mejor cómo servimos a las personas y las mascotas en Hays County.
Completar esta encuesta le tomará aproximadamente 5 minutos. Toda la información recibida será tratada de forma estrictamente confidencial.
_____________________________________
Learn more about the partnership:
Hays County has partnered with non-profit organization Austin Pets Alive! to lead the development of a new animal shelter that will provide programs focused on public safety, animal safety and lifesaving, increased public access to important resources for pet owners, and community education to provide safe and humane care for pets.
We are conducting a community survey to help guide the Hays County Pet Resource Center program development, and we need your help! Your participation will help guide the future of people and pets in the area.
You can read more about the project and stay up to date by signing up for our newsletter by visiting https://linktr.ee/hayspetresource
Conozca más sobre la asociación:
¡Hays County está trabajando con Austin Pets Alive! para desarrollar un nuevo modelo de bienestar animal propuesto que proporcionará programas centrados en la seguridad pública, la seguridad animal y el salvamento de vidas, un mayor acceso público a recursos importantes para los dueños de mascotas y educación comunitaria para proporcionar un cuidado seguro y humano a las mascotas. Para ayudar a guiar el desarrollo de Hays County Pet Resource Center, estamos realizando una evaluación de las necesidades de la comunidad.
Estamos realizando una encuesta comunitaria para ayudar a guiar el desarrollo del programa del Hays County Pet Resource Center, ¡y necesitamos su ayuda! Su participación ayudará a guiar el futuro de las personas y las mascotas en el área.
Puede leer más sobre el proyecto y las ultimas noticias suscribiéndote a nuestro boletín visitando https://linktr.ee/hayspetresource
Read our Press Release from August 30, 2023 Below:
Help the People and Pets of Hays County by Sharing Your Feedback
Hays County Pet Resource Center and Austin Pets Alive! Launch Community Survey
HAYS COUNTY – Calling all Hays County community members and animal lovers to participate in an important survey! Your participation will help guide the future of animal welfare in the area.
Hays County has partnered with non-profit organization Austin Pets Alive! to lead the development of a new animal shelter that will provide programs focused on public safety, animal safety and lifesaving, increased public access to important resources for pet owners, and community education to provide safe and humane care for pets. The survey launches September 1, and community participation will help determine programs for the Hays County Pet Resource Center.
“We want to know what the community’s needs are for people and pets,” said Lee Ann Shenefiel, Austin Pets Alive! Executive Advisor and Project Coordinator. “All survey responses will be looked at and considered, so this is an important opportunity for the community to share their input with us and drive the conversation from the beginning on what people and pets need in Hays County. ”
The project aims to implement recommendations from a 2022 feasibility study that proposed an animal welfare model for Hays County. This includes the construction of a new shelter designed to support 2000 dogs and cats annually, investment in robust community programs designed to reduce the number of animals coming into the shelter and help keep people and pets together, and a high-volume public veterinary clinic. Initial construction estimates are around $24 million.
The survey is open to participants through September 30 and is available in online and print formats in English and Spanish. Austin Pets Alive! is also looking for volunteers to attend local events promoting the Pet Resource Center. Volunteers will visit with local community partners to share information about the project, gather survey input, and input survey results. Training and community service hours are provided, and application fees are waived for Hays County volunteers. For more information or to sign up to volunteer, visit austinpetsalive.org/volunteer or email [email protected].
Please contact us at [email protected] to schedule any interviews or for more information.
In April the city of San Francisco created an app asking for the publics help locating the “rare instances” of human feces found in public spaces (streets, parks, etc.) Tag it for “immediate” clean up. This map shows day 3 of the project, which was canceled 11 days later.
It’s sizzling in Texas and just like humans, snakes are seeking cool places to beat the heat during our record high temperatures. They may be cozied up in the shade of rocks on a favorite hiking trail, in the moist coolness around potted outdoor plants or dark recesses under decks and porches.
Most of the time, snakes remain aloof and keep their distance from people and pets. But mid-summer is a peak time for snake activity, which increases the chance of a cat or dog crossing paths with the reptile while on a hike or roaming around outdoors.
Austin Pets Alive! (APA!) wants to help Austinites keep their furry friends safe by providing the following helpful pointers:
Keep dogs on leash while hiking on trails or when outdoors in unfamiliar areas.
Keep yards clear of rock piles, stacks of wood or other “covers” that could provide a shady area for snakes.
Be aware that cats sometimes actually seek out snakes.
Cats and dogs are inquisitive creatures and despite our best efforts to prevent our furry friends from crossing paths with a snake, it may happen. If you see a snake near your pet, assume they may have been bitten. If possible, take a picture of the snake or commit its color pattern to memory, which will help your veterinarian identify next steps. Keep the dog or cat as calm as possible and immediately call your veterinarian or nearest pet emergency center and follow their instructions.
Sometimes the only clue you will have that your pet may have been bitten will be based on how your pet is acting, especially since snake bites aren’t often visible. Be on the lookout for the following symptoms:
Your pet becomes wobbly or unsteady.
Your pet exhibits unexpected shaking or trembling.
Your pet’s breathing may become fast or shallow.
Your dog may vomit within the first hour of being bitten.
Following these simple steps will help you protect your fur babies from snake bites during this time of high snake activity and extreme heat.
Four years ago, Zeus was surrendered to the city’s municipal shelter, after living the first two years in a yard, largely left alone. And in 2021, he was pulled into APA!’s care so that the Dog Behavior Program could help support Zeus who was struggling with behavioral challenges that were causing him to be overlooked. Since that time, he’s gone in and out of foster care. The behavior team, along with his circle of friends, have continued to work with him, offering tools to navigate his world and giving him time and space to build his confidence. Zeus has plenty of love to give and he so deeply deserves a home to call his own.
Zeus is not a difficult dog. He has behaviors that can be difficult if not approached appropriately, but APA!’s Dog Behavior team, paired with Zeus’ best friends (staff and volunteers) work to break down the barriers of how people interact with certain behaviors while also working to understand what the dogs are trying to communicate when they showcase those difficult behaviors. Zeus struggles with “stranger danger” and can also act out when over-aroused. This boy has a whole team of friends who have stayed by his side, offering him tools to help manage those behaviors to help him find a loving home.
Not all dogs get excited and wiggly to meet new people. Zeus needs new people to go slowly with him. We use treat tosses to build up trust, and watch for his body language to relax and for him to show consent before getting too close and offering any pets. A dog’s body language is an important part of their communication! With time and patience, Zeus will build enough trust to let you into his circle! Our team of staff and volunteers, will work with potential fosters or adopters to ensure they have the right tools to successfully become a Zeus BFF!
Another of Zeus’s quirks is the behaviors he exhibits when he is over stimulated. He may hump, or give “leg hugs” as his friends jokingly call it! Zeus does this when he is happy and excited, but we also know this isn’t exactly a desirable behavior. This is easily managed with treat tosses down and away or redirecting his behavior with a toy. He also loves to give little “pibble nibbles” when giving kisses. While he does this out of affection, not all people want face nibbles. Luckily treats and toys and appropriate chews and toys help redirect Zeus when he’s getting too excited!
This silly pupper also has a number of behaviors that we love to see! Zeus enjoys carrying one of his beloved toys whenever he goes on walks. Not only is it adorable to witness, having a toy in his mouth is a helpful tool to combat stranger danger, too! Zeus loves to go on adventures, whether that be to a local park or going to a friend’s house with a swimming pool. And afterwards, he turns into a snuggle bug — by cozying up on a couch with his best bud by his side.
Zeus has waited for his family long enough — let’s get this boy home! His ideal home would be low-traffic without small children. He could live in either a house or apartment. Zeus goes to playgroup at APA! and would be best suited to live with a similar-sized dog who has the same play styles. Our teams are happy to help assess a potential friendship and facilitate a meet and greet! Most importantly, this deserving dog is looking for someone who will trust the process, be patient as he warms up to a new human and new surroundings and pledge to love him for the good boy he is!
Austin Pets Alive! (APA!) fosters perform a vital role for all of the animals, but especially help improve the lives of dogs with behavioral challenges. During the dog’s time in a foster home, the foster can observe behavior, take notes and implement training and behavior modifications under the guidance of APA!’s Dog Behavior Program team to help these pets find adoptive homes.
Finding an adoptive home other than hers didn’t quite work out for APA! volunteer, turned foster, Alexandra Bobbitt, who experienced “failing in love.” Her foster, Girly, was already in her adoptive home the moment she stepped into Bobbitt’s world.
“I first met Girly at APA! when I brought my dog Bela, short for Beleza, to meet potential foster dogs. Several people mentioned Bela resembled Girly. Everyone talked about how lovable Girly was,” Bobbitt said.
She was intrigued immediately and visited Girly in the kennel. “As soon as I laid eyes on her sweet face, and saw how much she looked like Bela, I felt compelled to foster her!”
It soon became very apparent that the two pups created a loving duo that were stronger together than apart. “When you find a dog that fits with you, it’s difficult to let them go. Both Bela and Girly were like that. I couldn’t bear to part with (either of) them.”
The journey wasn’t easy for the three of them at first, but fortunately Bobbitt had the ongoing support of APA!’s Dog Behavior Team. Girly, for example, struggled with “stranger danger” and behavior issues while on the leash, which stems from her anxiety. If left unaddressed, the behavior could escalate to defensiveness.
“To address this, the APA! Dog Behavior Team introduced us to various training techniques and with the team’s continued support and supervision Girly has made significant progress,” she said.
One of those techniques is something called B.A.T., or Behavior Adjustment Training. This is often used by the APA! Behavior team as an alternative for the typical “leash reactivity training,” especially if the dog requires a greater threshold due to fear and anxiety.
“Now, friends can come over and within seconds she becomes their best friend,” Bobbitt said. “She has also become calmer on the leash.”
Since adding Girly to her home with Bela, Bobbitt continues fostering other pups to help them find their adoptive homes. There’s been Georgie, Chilli, Cruzito and most recently Cash who is currently still in APA!’s care. “Seeing the overwhelming number of overcrowded shelters across the country broke my heart, and I wanted to help in some way, so I decided to make a difference by fostering another pup and giving another deserving dog a chance.”
While Cash was in Bobbitt’s home as a temporary foster, the detailed observations she took while fostering him helps APA!’s Dog Behavior Program appropriately adjust his customized training program that focuses on offering him and his future person tools to lessen, adjust or all together remove any undesirable behaviors. Giving Cash this guidance helps make him that much more noticeable to potential adopters and will support his success in a future foster or adoptive home.
In the shelter, Cash has displayed a bit of separation or storm anxiety, but given space and decompression in her home, Bobbitt noticed that he no longer exhibited those anxieties! The behavior team can use those observations to help Cash’s future adoptive or foster home recreate that same relaxed behavior. He also has some trouble with his leash skills and in particular, becoming a bit reactive when on leash. With the behavior team’s guidance, patience and trial and error, Bobbitt and Cash found a method that works for Cash — always having a trusty toy handy (or in Cash’s mouth!) when on walks.
“Cash just wants to be a person’s best friend. He may be a bit hesitant on walks, but with consistency, I can tell he will gain confidence and become more comfortable, “she said. “Within just two weeks, he showed noticeable improvement.”
The APA! Dog Behavior team works closely with adopters and fosters alike to ensure that both people and pets are able to communicate, working together to find solutions. APA! intakes the animals that are at risk of euthanasia; when a dog becomes at risk at another shelter due to behavioral struggles, our team steps in. By taking some time to understand a dog’s behaviors, we can introduce tools and techniques that offer a harmonious life to both the dog and his or her future loving home.
“A mother is a chalice, the vessel without which no human being has ever been born. What a solemn responsibility. What an unspeakable privilege—a vessel divinely prepared for the Master’s use.” Elisabeth Elliot
I do not think there is anything in this world that I have poured myself into as much as I poured myself into nurturing and raising my children. I read everything I could get my hands on that might help me be a better mom. I did not let anything get in the way of my being there for them. I worked hard to tune in, encourage them, share the gospel, tell them how much I loved them, and connect with them in any way I could. I was quick to ask for forgiveness when I sinned against them, and I tried to keep the lines of communication open so that they knew they could talk with me about anything whenever they needed to. For over 18 years, I woke up every day with the goal of being the best mom I could be.
My children grew up and married exactly one year apart, and we entered a new season. It took a while to adjust and find a new rhythm, but we adjusted. I assumed that, since we had worked so hard to pour into our children as they grew up, we would move right into having a good relationship now that they were adults. I moved forward and continued to pour into them in new ways, thinking I was doing a decent job as a mom of adult kids and a mom-in-law. After all, I had read all the books, and I studied what I was supposed to do and not do.
As the months went by, one thing led to another, and some honest, heart-to-heart talks with my children took place. Each of them shared openly about some things from their childhood and about their father and me that had affected them negatively. They wanted to talk about these things so that they could process them and so that we could work on some things together. It was needed. It was a good and healthy thing to do. Yes, I was grateful they could talk with us about these things, but I also grieved. Why? Because I felt like I had failed them.
I had failed as a mom.
Verses to Help You When You When You Think You’ve Failed As a Parent
Colossians 2:13–14 “When you were dead in your sins…God made you alive with Christ. He forgave us all our sins, having canceled the charge of our legal indebtedness, which stood against us and condemned us; he has taken it away, nailing it to the cross.”
As hard as we try, it is impossible to be a perfect parent. We are going to sin against our children in some way. We are continuing to grow and mature as we raise them, and they will see our weaknesses and our sin. We can rest in the fact that God has forgiven our sins, and we humbly ask for forgiveness from our children for the ways we have let them down.
2 Corinthians 12:9 “But he said to me, ”My grace is sufficient for you, for my power is made perfect in weakness.” Therefore, I will boast all the more gladly about my weaknesses so that Christ’sChrist’s power may rest on me.”
We are not called to be perfect parents; we are called to boast about our weaknesses. God’s power takes weak parents and uses them anyway. His grace is there for us when we fail, and it is there for us when we are weak.
Colossians 2:13–14 “When you were dead in your sins and in the uncircumcision of your flesh, God made you alive with Christ. He forgave us all our sins, having canceled the charge of our legal indebtedness, which stood against us and condemned us; he has taken it away, nailing it to the cross.”
We are not ” enough,” and we will never be “enough.” No matter how hard I tried, how much I poured out for the sake of my kids, and how much I read, it was not enough. I was not enough. But Christ IS more than enough. He gives me a fresh start each day and will continue to help me grow up until the day I go to be with him. He is the one who strengths me and enables me to ask for forgiveness from my children. He is the one that picks me up when I see all the ways that I have failed and strengthens me as I continue this parenting journey with adult children. I will never be enough. He will always be enough.
What Good Comes When You Think You’ve Failed As a Parent
We have the opportunity to humbly admit to our children that we are weak people in the process of growth and learning and to ask for forgiveness for how we have failed them.
We are again reminded that anything good that might be seen in our lives, our children’s lives, or our family is only present because God is among us and is using us despite our weakness. He is the one doing the good work that needs to be done.
We have another reason to lean into God and receive his comfort and encouragement. He knew we would not be perfect parents and is there for us when we see our failures.
Find Biblical Joy by Focusing on God
Thank Him for Who He Is:
Father, thank you for being Yahweh – “The Lord Who Heals.” Please pour out your grace on my children and enable them to process the things they need to process so they can be healed and used powerfully for your purposes – despite who their parents were!
Thank Him for His Faithfulness:
Father, you are faithful. Thank you for faithfully exposing my failures and reminding me that I will never be enough. Thank you for being more than enough! Thank you for using me in the lives of my children.
Thank Him for His Promises:
Father, thank you for your promises that your strength will empower me where I am weak and that you have chosen me to have the privilege of parenting two gifts from you, my children. Thank you for the promise that you will redeem my failure. Thank You that You have made me to be “a vessel divinely prepared for Your use.”
Thank Him for His Provisions:
Thank you for the wisdom you have provided me over the years as I raised my children and for all the ways you provided for them as they grew up. Help them to see clearly how you worked in their lives over the years and how uniquely you provided for them in every season of their lives.
Gina Smith is a writer and author. She has been married for 34 years to Brian, a college professor, and athletic trainer. For 25+ years she and her husband served on a Christian college campus as the on-campus parents, where Brian was a professor and dean of students. They reside right outside of Washington DC and are the parents of two grown children, one daughter-in-law, and one son-in-law. She recently authored her first traditionally published book Everyday Prayers for Joy, available everywhere books are sold. You can find Gina at the following: Website:ginalsmith.com, Instagram, , and at Million Praying Moms, where she is a writer.
Having three daughters of various ages, all with their own unique make-up, personality, and set of skills, the emotional energy in our home is high and rather colorful. But don’t get me wrong. I love being a “girl mom.” God has slowly been working on my heart, giving me a fresh perspective with each new and emerging season. Thankfully, in time, I’ve not only grown in this role and learned to embrace it, but I can say that I truly appreciate it as well.
Even still, I must admit I have much more to learn. Especially when my words fall short, my actions don’t always demonstrate my love for them, creating distance and tension. Sigh. Longing to have a special bond with them but knowing our relationship is naturally fragile, it often encounters a tidal wave of highs and lows.
As I scroll through endless pictures on my phone and relive the past, I also notice they are growing up right before my eyes. When I glance at my oldest, I realize just how quickly time gets away from us, and I wonder how to seize these moments. I find myself asking, how can I etch truth in their hearts before they leave and make an imprint on this world?
Maybe you also find yourself wishing you could freeze time and place precious truths into the pockets of your daughter’s heart. Oh, friend, you are not alone. Maybe together, we speak truths over our darling daughter’s hearts while slowly (and tearfully) releasing them into a world that desperately needs their shining and radiant light!
So, when you are sitting on her bed at night, and she wants to spill the tea on her day, share your heart too. When you are traveling in the car, and she is catching up on her social life, casually work truths in. When you are eating dinner, shopping for a new dress, curling her hair, or have a spontaneous moment when she is receptive and listening, let her know, and tell her…
1. You are SO Loved
“As the Father has loved me, so have I loved you. Now remain in my love.” – John 15:9
Sweet girl, you will come into dark seasons where you may forget your worth. You may even feel unlovable. People will hurt or disappoint you, leaving you to feel used or forgotten. Please know that where people will fail you, Jesus never ever will! His love for you is indescribable; you can always depend on Him! There is nothing you can do to make Him stop loving you! And just so you know, the same goes for me, dear daughter. I will always love you, no matter what.
Unfortunately, our plans don’t always pan out. We can pray about them, talk about them ad nauseum, hope, and dream about our heart’s desires, but sometimes that isn’t what God wants for us. Just remember God’s plans are always better. They may not make sense or even come with disappointment or pain, but His will and ways are always for our own good. Remember, His timing is perfect. His way is perfect, and His will for you is what you need to pray for. Let God lead your dreams, hopes, and desires, and watch what He does!
3. Your Choices Matter
“Trust in the Lord with all your heart and lean not on your own understanding; in all your ways submit to him, and he will make your paths straight.” Proverbs 3:5-6
Every choice you make (big or small) will have some sort of impact on your life. You choose to play from the friends you allow in your life to the sports. Sometimes you will make good choices, and unfortunately, there will be times that you do not. Guilt and shame will be wrapped in those decisions. Eventually, they can lead you to believe things that aren’t true. This is where you must get in tune with discerning the pull of the Holy Spirit. Think and pause before you make a decision. Most importantly, allow God to lead you to the right paths and trust Him with every decision you make.
4. You Will Fail…And That’s Okay
“So do not fear, for I am with you; do not be dismayed, for I am your God. I will strengthen you and help you; I will uphold you with my righteous right hand.” Isaiah 41:10
This may be hard to hear, but you will fail and mess up. You will make a decision that goes against the foundation set before you. You will know and feel it, yet may still choose to do it. This will break my heart. I may even grow angry or upset. But the truth is, you may fall and even fail, but that is not where you have to stay! You always have the choice to get back up and take ownership of your choice with grace and dignity. The point is you may fail, but you don’t have to be defeated. Grace, forgiveness, and freedom come with letting go and giving it to God.
5. Your Beauty Will Radiant from Within
“Charm is deceptive, and beauty is fleeting; but a woman who fears the Lord is to be praised.” Proverbs 31:30
It’s so easy to get wrapped up in the world’s standard of beauty, especially as it is plastered everywhere and easily found by scrolling your phone. Not to mention quickly falling into the comparison trap as you notice pretty girls at school or take notice of celebrities and their traits, wondering if you can somehow achieve the same. Pinterest may offer a slew of information on enhancing your eyes or clearing your skin, but it’s not the form of beauty you should be chasing after. It will never be enough at some point, so please don’t fall for it! Beauty is found in the girl that takes care of her heart. The one that shows compassion and gentleness to others. The one that embraces her femininity and honors her body with modesty. The one that takes care of herself from the inside out. You are so beautiful, sweet girl, always remember that!
6. You Are Meant to Stand Apart
“Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—his good, pleasing and perfect will.” Romans 12:2
The world is so loud! Many lies will come after your fragile heart. It will declare things that go against God and His Word. If you are unsure of right or wrong, stay tuned in by getting involved in a Bible study, seek fellowship, and search out mentors who can walk beside you and lead and guide you. You were not meant to be a part of this world or conform to its radical ways. Rather, you were made to be set apart! You were bought with a price and therefore serve a valuable purpose. So, your life will look and feel different, and it’s supposed to. Don’t fear standing alone or standing up for what is noble, true, good, and righteous. Seek God first and His will; from that, let your love for Him shine through as you love others.
A Prayer for My Daughters
Faithful Father, Thank you for the precious gift of each of my daughters. Please come alongside each of us as we grow in our relationship with You and bond with one another. Help lead and guide me as their mom to offer sound wisdom with strong conviction and carry that out with gentleness and compassion.
Lord, I ask that You be with my daughters as they grow into the women You call them to be. Etch in their heart the unwavering love You have for them. Help them seek Your will and way, offer discernment, and remind them who they are in You alone. Give them a passion to live boldly for You, and always to remember who they are as Your beloved daughter. Amen.
Alicia Searl is a devotional author, blogger, and speaker that is passionate about pouring out her heart and pointing ladies of all ages back to Jesus. She has an education background and master’s in literacy. Her favorite people call her Mom, which is why much of her time is spent cheering them on at a softball game or dance class. She is married to her heartthrob (a tall, spiky-haired blond) who can whip up a mean latte. She sips that goodness while writing her heart on a page while her puppy licks her feet. Visit her website at aliciasearl.com and connect with her on Instagram and Facebook.
