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Tag: high schools

  • Philadelphia expands successful dropout prevention program to four more schools

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    A Philadelphia program focused on addressing the city’s student dropout crisis is expanding into four new district schools this year.

    • This article originally appeared on Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletter here.

    Philadelphia Academies Inc. — a longtime partner in dropout prevention efforts in the School District of Philadelphia — announced this month it is bringing its 9th Grade Success Network to Building 21, Franklin Learning Center, Philadelphia Military Academy, and Hill-Freedman World Academy for the 2025-26 school year.

    The program focuses on schools that serve students from traditionally marginalized groups, particularly Black students, who have faced systemic challenges to persisting in their education, leading to higher dropout rates, research has shown.

    School leaders and educators in the program get specialized professional training in adolescent development, relationship building, and intervention techniques. Ninth grade assistant principals also get regular coaching and assistance analyzing student data to ensure those most at risk of dropping out get the attention and support they need.

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    LaTrina Stewart, ninth grade assistant principal at Franklin Learning Center, will be participating for the first time this school year. She said she’s hoping her students feel “ultra supported” this year.

    “I don’t want to have to dig a child out of a hole and I don’t want children to have to dig themselves out of a hole,” she said. “That safety net to catch them before they even get in the hole — that’s what the ninth grade academy provides for us.”

    With this expansion, the 9th Grade Success Network will operate in 28 district schools, with a goal to reach 32 schools by next year, said Christopher Goins, the president and CEO of Philadelphia Academies Inc., or PAI. This is the first year the program will work in selective admissions schools like Franklin Learning Center and Hill-Freedman. The program is funded through 2027 with $2.6 million from the School District of Philadelphia and $8 million from the Neubauer Family Foundation.

    Nadia Schafer, director of the 9th Grade Success Network at PAI, told Chalkbeat the program is expanding because it’s working.

    The program served more than 4,500 students in the 2024-25 school year, according to Philadelphia Academies data. A ninth grade student is considered “on-track” to graduation by the district and PAI if they earn at least one credit in each of the core subjects English, math, science, and social studies, plus one additional credit in a subject of their choosing. Students who earn all As and Bs in their four core classes plus at least one additional class are considered “firmly on-track,” Schafer said.

    For the students the program served last year, Latino boys and Black boys improved their “on-track” rates by 5 percentage points and 4.4 percentage points, respectively.

    Thomas Murtaugh, ninth and 12th grade principal at the School of the Future, said his student on-track data “drastically improved” since being part of the program. The share of students on-track to graduation went up 27% in the second year of the program and has remained consistently high, he said.

    District officials noticed too, Schafer said. In fact, district data shows the “on-track” strategy contributed to a 10.2 percentage point increase in the four-year graduation rate over the last seven years. Superintendent Tony Watlington has also reported the district’s dropout rate was down by more than a thousand students last school year, due in part, to the on-track program.

    There’s evidence this approach is working in other large urban school districts. Philly’s strategy was built off of a blueprint initiated in Chicago, which has also reported all-time high graduation rates.

    Ebony Hollingsworth-Lowery, ninth grade assistant principal at William Sayre High School is about to start her fourth year with the program, and she said it’s been a “roadmap for success.”

    As a former athlete, Hollingsworth-Lowery said the leadership coaching and regular check-ins work for her because they form a kind of “playbook” to help keep her and her ninth grade team of counselors, community advocates, educators, school staff, and administrators all focused on the same goals.

    “It forces you to really look at your students, your teachers, and what systems are in place to be able to be successful,” she said. The program instills a way to “know your students, know who they are, but also, most importantly, know their needs, because if we can’t meet their needs, they’re going to retract from school.”

    But not every high school is equipped to take on the program, according to Schafer, and there’s a competitive application process for schools to be selected. Schools with lower graduation rates and lower on-track rates are given priority because “we think it’s important to spend our resources where they’re going to make the most difference,” Schafer said.

    Schools must also have a ninth grade administrator and a ninth grade core team of educators dedicated to teaching solely ninth grade, “not someone who is teaching English 1, 2, 3, and 4,” Schafer said.

    With the ongoing teacher shortage and funding constraints in the city, those requirements can be a challenge for schools. That’s why PAI opened applications to criteria-based schools for the first time.

    “It’s tough when maybe it’s not quite time” for some of those neighborhood schools to join the program, Schafer said, but she said they are working with the district to get other neighborhood schools “ready to be able to take on this work in a future year.”

    For Stewart, the resources that the success network provides, “should be a part of what high schools get without it being left up to what principals have in their budget,” she said.

    But this year at least, she’s hopeful.

    “We need this,” Stewart said.

    Carly Sitrin is the bureau chief for Chalkbeat Philadelphia. Contact Carly at csitrin@chalkbeat.org.

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

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    Carly Sitrin, Chalkbeat

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  • Creating esports programs with managed network services

    Creating esports programs with managed network services

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    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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  • IOTA Community Schools (Formerly Green Dot Public Schools Tennessee) Chooses Reading Horizons to Boost Student Literacy Outcomes

    IOTA Community Schools (Formerly Green Dot Public Schools Tennessee) Chooses Reading Horizons to Boost Student Literacy Outcomes

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    Memhis, TN — IOTA Community Schools has chosen Reading Horizons, a
    leading provider of foundational literacy programs, to enhance reading instruction across four middle and high schools in the Memphis Metro Area. IOTA has raised the bar in education reform, helping thousands of students in Tennessee’s historically underserved communities succeed in college, leadership, and life. IOTA stands for Innovation, Opportunity, Transformation, and Access.

    “Because of our intentional focus on academics, IOTA students have an opportunity to graduate from high school more prepared for college and their careers,” said Christina Austin, Chief Academic Officer for IOTA Community Schools. “Our strategic partnership with Reading Horizons ensures IOTA students receive effective, research-based reading instruction, preparing them for success in school and beyond.”

    Reading Horizons Elevate® is the leading program for effectively teaching foundational reading skills to older learners. Based on over 40 years of research, it blends direct instruction with engaging and age-appropriate software to make reading a reality for all learners. The program has proven successful across multiple age groups and settings, including intervention, adult education, special education, dyslexia, and multilingual learners.

    In Tennessee, there are 115 charter schools with over 44,000 students enrolled. According to the 2023-34 Tennessee Charter School Center Impact Report, Tennessee’s public charter school students have emerged as national leaders in academic growth. Despite serving students with more significant needs, Tennessee’s charter schools demonstrated one of the highest average growth rates in the nation. Across Tennessee, public charter students receive the equivalent of 34 extra days of reading instruction (compared to their non-charter counterparts), creating ample opportunity to leverage the new partnership with Reading Horizons.

    “IOTA Community Schools is committed to academic opportunity and excellence for each student,” said Trisha Thomas, President of Reading Horizons. “We are excited to be in a strategic partnership to ensure equitable education for all students, regardless of their background. We share a vision for all students in Tennessee to have the foundational reading skills they need to become confident readers and learners.”

    For more information, visit www.readinghorizons.com.

    About Reading Horizons

    Reading Horizons empowers educators to eradicate illiteracy with effective, tech-enabled foundational reading instruction that helps all students achieve reading proficiency. For 40 years, Reading Horizons has continuously aligned its simple instructional method with advancements in the science of reading. We have supported educators and students with ongoing, synergistic partnerships, serving as a trusted, innovative, foundational literacy partner. Adopted by over 200,000 educators, our proven method for teaching foundational literacy prevents and remediates reading difficulties, supporting our mission to ensure students reach
    reading proficiency by the end of third grade. Reading momentum begins at Reading Horizons.

    About IOTA Community Schools

    IOTA Community Schools is creating access to comprehensive opportunities by embracing each student and preparing them for life through innovative and transformative academics while building sustainable pathways to economic growth.

    eSchool News Staff
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    ESchool News Staff

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  • 3 tips to combat chronic absenteeism in high schools

    3 tips to combat chronic absenteeism in high schools

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    Key points:

    One surefire way to support student success? Consistent, positive family communication.

    In elementary school, there’s frequent outreach. A recent report found that this wanes somewhat throughout middle school, and, by the time students reach high school, many schools subscribe to the belief that the need for school-to-home communication diminishes. The prevailing notion is that high school students are learning to be independent, therefore their home adults should be less involved.

    However, data reveals a sobering reality: chronic absenteeism rates are highest in high school, with approximately one in three students missing at least 10 percent of their school days. This alarming trend jeopardizes students’ academic achievement, graduation prospects, and life outcomes. Dropping out of high school is linked to poorer health outcomes, significantly fewer opportunities in the labor market, and an increased likelihood of entering the criminal justice system.

    Given the numbers, the idea that communication becomes less crucial as students age is counter-intuitive. In fact, maintaining consistent and tailored communication channels is pivotal during adolescence. Teenagers face numerous challenges–academic pressures, social dynamics, identity exploration–that can contribute to disengagement and absenteeism. Hedy Chang, executive director of Attendance Works, connects the high levels of chronic absenteeism to a broken connection between students and school.

    One essential mechanism for repairing that connection is family communication. Here are some ideas for how to rebuild the relationship between home and school appropriate for high school students.

    Leverage multiple communication channels

    While traditional methods like newsletters and parent-teacher conferences remain valuable, incorporating popular technologies such as text messaging, social media, and mobile apps can enhance engagement and reach students and families where they are.

    A recent study on adolescent loneliness suggests that light-touch, low-cost interventions focused on attendance can pay dividends. Strategies like sending families statistics about the impacts of absenteeism and collaboratively developing attendance plans have proven effective. These types of targeted communication efforts empower families as partners in prioritizing consistent attendance.

    Tailor messaging to student interests

    Rather than generic communications, personalize messages to align with students’ interests, goals, and aspirations. This increases relevance and demonstrates that the school understands and values each student’s unique perspectives.

    Data shows many students have untapped talents in high-demand fields–but lack exposure. Facilitating “Career-Connected Learning” through communication with industry and community partners is a great way to make school immediately relevant to high school students. Coordinating job shadowing, internships, and career exploration activities exposes students to inspiring futures worth attending school for daily. When they see a clear path from classroom to career, attendance improves.

    Communication should never be a one-way street. Create opportunities for students and families to provide feedback, share concerns, and actively participate in decision-making processes that affect their educational experiences. Ensure that communications are culturally responsive and inclusive, acknowledging and celebrating the diversity within the school community. One crucial way to do this is to ensure that all communications can be shared in a family’s home language.

    This helps foster a sense of belonging and strengthens the school-home connection.

    Think Multi-Tiered Systems of Support

    To combat chronic absenteeism, a tiered approach leveraging strategic communication is ideal.

    At Tier 1, implementing universal data tracking systems enables early identification of attendance patterns, allowing for proactive, personalized outreach before issues escalate. Positive messaging campaigns that tout the benefits of coming to school and promote engaging programs inspire students to attend.

    For moderately chronically absent students (Tier 2), conducting individualized meetings and offering mentorship facilitates open dialogue to understand the root causes of attendance struggles. It’s also crucial to communicate about available support resources like counseling.

    For severe chronic absenteeism cases (Tier 3), coordinated two-way communication between schools and families builds trust. Schools can connect them with vital services–such as mental health counseling and transportation assistance–to overcome significant barriers to attendance.

    Students engaged through inclusive dialogue feel supported and empowered to overcome hurdles preventing daily attendance. By prioritizing consistent, personalized, and career-minded communication at all tier levels, high schools can combat alarming chronic absenteeism rates.

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    Dr. Kara Stern, SchoolStatus

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  • US School Violence Fast Facts | CNN

    US School Violence Fast Facts | CNN

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    CNN
     — 

    Here is a list of incidents of elementary, middle and high school violence with at least one fatality, from 1927 to the present. Suicides, gang-related incidents and deaths resulting from domestic conflicts are not included. If a perpetrator was killed or died by suicide during the incident, their death is not included in the fatality totals.

    Because there is no central database tracking school violence incidents, this list is based primarily on media reports and is not complete or representative of all incidents.

    READ MORE: Ten years of school shootings

    January 4, 2024 – Perry High School – Perry, Iowa. Dylan Butler, 17, fatally shoots a sixth grade student and wounds five other people. The wounded include four students and the school’s principal. Butler dies from a self-inflicted gunshot wound.

    March 27, 2023 – Covenant School – Nashville, Tennessee. Three children and three adults are killed in a shooting. The shooter is fatally shot by responding officers.

    November 8, 2022 – Ingraham High School – Seattle, Washington. A 17-year-old student is fatally shot, and two teens are arrested in connection with the shooting.

    October 24, 2022 – Central Visual and Performing Arts High School – St. Louis, Missouri. A teen and an adult are killed in a shooting. The gunman dies after an exchange of gunfire with police.

    May 24, 2022 – Robb Elementary School – Uvalde, Texas. Salvador Ramos, 18, fatally shoots 19 students and two teachers. Responding officers fatally shoot Ramos.

    March 31, 2022 – Tanglewood Middle School – Greenville, South Carolina. 12-year-old student Jamari Cortez Bonaparte Jackson is fatally shot. The suspected shooter, also 12, is arrested and charged with murder and other firearm charges.

    January 29, 2022 – Beloit Memorial High School – Beloit, Wisconsin. Jion Broomfield, 19, is fatally shot after a basketball game. Amaree Goodall, 19, is arrested in connection with the shooting.

    January 19, 2022 – Oliver Citywide Academy – Pittsburgh, Pennsylvania. 15-year-old freshman Marquis Campbell is shot on school grounds. Campbell is taken to the hospital in critical condition and dies from gun injuries. In January 2024, Eugene Watson, 19, is sentenced to 20-40 years in prison.

    November 30, 2021 – Oxford High School – Oxford, Michigan. Ethan Crumbley, 15, opens fire, killing four students and injuring seven others. Crumbley later pleads guilty to one count of terrorism causing death, four counts of first-degree murder and 19 other charges. In 2023, Crumbley is sentenced to life in prison without parole.

    September 1, 2021 – Mount Tabor High School – Winston-Salem, North Carolina. A student is fatally shot, and a suspect is taken into custody.

    March 1, 2021 – Watson Chapel Junior High – Pine Bluff, Arkansas. A student is fatally shot, and a 15-year-old male suspect is arrested. In 2023, Thomas Quarles pleads guilty to murder and is sentenced to 40 years in prison.

    January 14, 2020 – Bellaire High School – Bellaire, Texas. A 16-year-old male fatally shoots classmate Cesar Cortes. The teen is arrested and charged with manslaughter. The county district attorney said it appeared the shooting was unintentional. In 2021, the teen is sentenced to twelve years in prison, according to authorities.

    November 14, 2019 – Saugus High School – Santa Clarita, California. Nathaniel Berhow, 16, opens fire, killing two and injuring three, then shoots himself.

    May 6, 2019 – STEM School Highlands Ranch – Highlands Ranch, Colorado. Suspects Devon Erickson, 18, and Alec McKinney, 16, are apprehended after a shooting leaves one dead and eight others injured. Erickson is later sentenced to life in prison without parole while McKinney is sentenced to life in prison with the possibility of parole.

    May 18, 2018 – Santa Fe High School – Santa Fe, Texas. Dimitrios Pagourtzis, 17, allegedly opens fire killing 10 and injuring 13. Pagourtzis is arrested and charged with capital murder and aggravated assault of a public servant. In November 2019, he is declared mentally incompetent to stand trial.

    February 14, 2018 – Marjory Stoneman Douglas High School – Parkland, Florida. Former student, Nikolas Cruz, 19, opens fire with an AR-15 rifle, killing 17 people and injuring 17 others. According to law enforcement, the suspect activated a fire alarm to draw people outside to increase casualties. Cruz pleads guilty to 17 counts of murder and 17 counts of attempted murder. Cruz is later sentenced to life in prison without the possibility of parole.

    January 23, 2018 – Marshall County High School – Benton, Kentucky. Gabriel R. Parker, 15, opens fire killing two and injuring 18 others. The suspect is arrested at the scene and later charged with two counts of murder and 14 counts of first degree assault. Parker is later sentenced to life in prison after pleading guilty.

    December 7, 2017 – Aztec High School – Aztec, New Mexico. William Atchison shoots and kills students Casey Jordan Marquez and Francisco Fernandez. Atchison, a former student at the high school, dies of what police believe to be a self-inflicted gunshot wound.

    September 13, 2017 – Freeman High School – Spokane, Washington. Caleb Sharpe, a sophomore at the school, opens fire killing one student and injuring three others. Sharpe later pleads guilty and is sentenced to 40 years to life in prison.

    April 10, 2017 – North Park Elementary School – San Bernardino, California. Jonathan Martinez, 8, and his teacher, Karen Smith, are killed when Cedric Anderson, Smith’s estranged husband, walks into her special needs classroom and opens fire, armed with a large-caliber revolver. Two other students are wounded. Anderson then kills himself.

    September 28, 2016 – Townville Elementary School – Greenville, South Carolina. A 14-year-old male opens fire on the playground, wounding two children and a teacher. Jacob Hall, one of the wounded children, dies three days later. Before going to the school, the teen, later identified as Jesse Osborne, shot and killed his father. In December 2018, Osborne pleads guilty to two murder charges and three attempted murder charges. In November 2019, Osborne is sentenced to life without the possibility of parole, plus 30 years.

    October 24, 2014 – Marysville-Pilchuck High School – Marysville, Washington. Freshman Jaylen Fryberg shoots five people in the school cafeteria, killing one. Fryberg dies of a self-inflicted gunshot wound at the scene. A second victim dies of her injuries two days later; a third dies on October 31. A fourth victim dies on November 7.

    June 10, 2014 – Reynolds High School – Troutdale, Oregon. Jared Padgett, 15, shoots and kills 14-year-old Emilio Hoffman in the school gym. He later takes his own life.

    December 13, 2013 – Arapahoe High School – Centennial, Colorado. Karl Pierson, 18, opens fire inside, critically injuring one student and then killing himself. 17-year-old Claire Davis dies on December 21, eight days after being shot.

    October 21, 2013 – Sparks Middle School – Sparks, Nevada. 12-year-old student Jose Reyes takes his parent’s handgun to school and shoots three, injuring two 12-year-old male students and killing Mike Landsberry, a teacher and Marine veteran. He then kills himself.

    December 14, 2012 – Sandy Hook Elementary School – Newtown, Connecticut. Adam Lanza, 20, guns down 20 children, ages 6 and 7, and six adults, school staff and faculty, before turning the gun on himself. Investigating police later find Nancy Lanza, Adam’s mother, dead from a gunshot wound. The final count is 27 dead.

    February 27, 2012 – Chardon High School – Chardon, Ohio. Student Daniel Parmertor, 16, is killed and four others wounded when student T.J. Lane, 17, opens fire in the school. On February 28, Demetrius Hewlin, 16, dies from his wounds and Russell King Jr., 17, is declared brain dead. In March 2013, Lane is sentenced to life in prison. On September 11, 2014, Lane escapes from prison. He is captured early the next morning.

    January 5, 2011 – Millard South High School – Omaha, Nebraska. 17-year-old Robert Butler Jr. opens fire on Principal Curtis Case and Vice Principal Vicki Kasper. Butler then kills himself about a mile from the school. Vice Principal Kasper later dies at the hospital.

    February 5, 2010 – Discovery Middle School – Madison, Alabama. 14-year-old Todd Brown dies after being shot in the head in a school hallway. Fellow ninth-grader Hammad Memon later pleads guilty and is sentenced to 30 years in prison.

    October 16, 2009 – Carolina Forest High School – Conway, South Carolina. 16-year-old student Trevor Varinecz is shot and killed by a police officer after allegedly pulling a knife and stabbing the officer.

    September 23, 2009 – John Tyler High School – Tyler, Texas. A 16-year-old, Byron Truvia, is taken into custody for stabbing and killing high school teacher Todd R. Henry. Truvia is later found unfit to stand trial.

    September 15, 2009 – Coral Gables Senior High School – Coral Gables, Florida. 17-year-old Andy Jesus Rodriguez fatally stabs 17-year-old sophomore Juan Carlos Rivera during a fight. Rodriguez is later sentenced to 40 years in prison.

    August 21, 2008 – Central High School – Knoxville, Tennessee. 15-year-old Jamar Siler shoots and kills 15-year-old Ryan McDonald. In 2011, Siler receives 30 years in prison in a plea agreement.

    January 3, 2007 – Henry Foss High School – Tacoma, Washington. Student Douglas Chanthabouly, 18, fatally shoots another student, Samnang Kok, 17. Chanthabouly is sentenced in 2009 to more than 23 years in prison for second-degree murder.

    October 2, 2006 – West Nickel Mines Amish School – Nickel Mines, Pennsylvania. 32-year-old Charles Roberts IV goes to a small Amish school and takes at least 11 girls hostage. Five girls were killed and six others wounded. Roberts then kills himself.

    September 29, 2006 – Weston High School – Cazenovia, Wisconsin. 15-year-old Eric Hainstock goes to school armed with a shotgun and a handgun. After a struggle with the school janitor, Hainstock shoots and kills the school principal. He is convicted of murder in August 2007 and sentenced to life in prison.

    September 27, 2006 – Platte Canyon High School – Bailey, Colorado. 54-year-old Duane Morrison takes six female students hostage. When SWAT teams enter the school, Morrison shoots 16-year-old Emily Keyes. Morrison then kills himself. Keyes later dies at the hospital.

    November 8, 2005 – Campbell County Comprehensive High School – Jacksboro, Tennessee. 15-year-old Kenneth Bartley Jr. opens fire on a principal and two assistant principals, killing one of them and critically wounding another, authorities said. In 2007, Bartley accepts a plea bargain, but his guilty plea is later vacated. In a retrial in February 2014, Bartley is found guilty of reckless homicide and not guilty of attempted first degree murder. He is sentenced to time served and released.

    March 21, 2005 – Red Lake High School – Red Lake, Minnesota. 16-year-old Jeff Weise kills his grandfather and another adult, five students, a teacher and a security officer. He then kills himself.

    February 3, 2004 – Southwood Middle School – Palmetto Bay, Florida. 14-year-old Michael Hernandez stabs to death 14-year-old Jaime Rodrigo Gough. In 2013, an appeals court tosses Hernandez’s life sentence and remands the case for re-sentencing. In 2016, Hernandez is again sentenced to life in prison.

    September 24, 2003 – Rocori High School – Cold Spring, Minnesota. 15-year-old Jason McLaughlin shoots and kills 17-year-old Aaron Rollins and critically injures another student. The second student dies in October. In 2005, McLaughlin is sentenced to consecutive terms of life in prison for first-degree murder and 12 years for second-degree murder.

    April 24, 2003 – Red Lion Area Junior High School – Red Lion, Pennsylvania. 14-year-old James Sheets brings a revolver to school and kills his principal, Eugene Segro, and then himself.

    December 5, 2001 – Springfield High School – Springfield, Massachusetts. At a high school for troubled teens, 17-year-old Corey Ramos stabs to death Reverend Theodore Brown, a counselor at the school. In 2003, Ramos is sentenced to life in prison.

    March 5, 2001 – Santana High School – Santee, California. 15-year-old Charles “Andy” Williams kills two classmates, a 14-year-old and a 17-year-old, and injures 13. Williams is sentenced in 2002 to at least 50 years in prison.

    May 26, 2000 – Lake Worth Community Middle School – Lake Worth, Florida. 13-year-old Nathaniel Brazill, after being sent home for misbehaving, returns to school and shoots and kills his teacher Barry Grunow. Brazill is sentenced to 28 years in prison.

    February 29, 2000 – Buell Elementary School – Mount Morris Township, Michigan. An unnamed 6-year-old boy shoots and kills a 6-year-old playmate, Kayla Rolland, at school. He is removed from his mother’s custody and put up for adoption.

    November 19, 1999 – Deming Middle School – Deming, New Mexico. 12-year-old Victor Cordova shoots and kills a 13-year-old classmate. He is sentenced to two years in juvenile detention.

    April 20, 1999 – Columbine High School – Littleton, Colorado. 18-year-old Eric Harris and 17-year-old Dylan Klebold kill 12 fellow students and one teacher before dying by suicide in the school library.

    May 21, 1998 – Thurston High School – Springfield, Oregon. After killing his parents the previous day, 15-year-old Kip Kinkel returns to Thurston High armed with a rifle. He kills two students in the school cafeteria, a 16 and a 17-year-old. He is sentenced to 112 years in prison.

    April 24, 1998 – James Parker Middle School – Edinboro, Pennsylvania. 14-year-old Andrew Wurst shoots and kills science teacher John Gillette at a school dance. He is sentenced to serve between 30 and 60 years.

    March 24, 1998 – Westside Middle School – Jonesboro, Arkansas. 11-year-old Andrew Golden and 13-year-old Mitchell Johnson ambush fellow students and their teachers, killing five. Johnson is incarcerated in a youth facility and released on his 21st birthday, August 11, 2005. Golden is released on his 21st birthday, May 25, 2007.

    December 1, 1997 – Heath High School – West Paducah, Kentucky. 14-year-old Michael Carneal opens fire on a school prayer group, killing three girls, who were 14, 15 and 17. He is serving life in prison.

    October 1, 1997 – Pearl High School – Pearl, Mississippi. After killing his mother at home, 16-year-old Luke Woodham arrives at school and shoots two classmates. Woodham is serving three life sentences plus 140 years.

    February 19, 1997 – Bethel High School – Bethel, Alaska. 16-year-old Evan Ramsey uses a shotgun stolen from his foster home to kill a 15-year-old student and the school principal. He is currently serving a term of 210 years.

    September 25, 1996 – Dekalb Alternative School – Decatur, Georgia. 16-year-old David Dubose Jr. shoots and kills English teacher Horace Morgan on the steps of the school. Dubose is found not guilty by reason of insanity and is committed indefinitely to a state mental hospital.

    February 2, 1996 – Frontier Junior High School – Moses Lake, Washington. 14-year-old Barry Loukaitis takes a rifle to school and kills two classmates and a teacher. He is sentenced to life in prison.

    January 19, 1996 – Winston Education Center – Washington. Two masked gunmen kill 14-year-old Damion Blocker in a stairwell. 16-year-old shooter Darrick Evans is given a sentence of 41 years to life in prison.

    November 15, 1995 – Richland High School – Lynnville, Tennessee. 17-year-old Jamie Rouse kills a business teacher and a 16-year-old student. Rouse is serving a life sentence.

    October 12, 1995 – Blackville-Hilda High School – Blackville, South Carolina. 15-year-old Toby Sincino kills a teacher and then himself.

    November 7, 1994 – Wickliffe Middle School – Wickliffe, Ohio. 37-year-old drifter Keith Ledeger shoots and kills school custodian Peter Christopher and injures three others. Ledeger is sentenced to life in prison.

    April 12, 1994 – Margaret Leary Elementary School – Butte, Montana. 10-year-old James Osmanson, teased because his parents have AIDS, shoots and kills an 11-year-old on the school playground. Osmanson is sent to a private residential treatment center.

    February 1, 1994 – Valley View Junior High School – Simi Valley, California. 13-year-old Philip Hernandez stabs to death a 14-year-old student in a school hallway. Hernandez is sentenced to four years in a California Youth Authority prison.

    December 1, 1993 – Wauwatosa West High School – Wauwatosa, Wisconsin. 21-year-old former student Leonard McDowell returns to his high school and kills Associate Principal Dale Breitlow. He is sentenced to life in prison.

    May 24, 1993 – Upper Perkiomen High School – Pennsburg, Pennsylvania. 15-year-old student Jason Smith kills another student who had bullied him. He is sentenced to between 12 and 25 years in prison.

    April 15, 1993 – Ford Middle School – Acushnet, Massachusetts. 44-year-old David Taber invades a middle school and takes three hostages. He later shoots and kills school nurse Carol Day. He is found not guilty of the murder by reason of insanity.

    April 12, 1993 – Dartmouth High School – Dartmouth, Massachusetts. 16-year-old Jason Robinson is stabbed to death in his social studies class by three teenage attackers who invade the classroom.

    January 18, 1993 – East Carter High School – Grayson, Kentucky. 17-year-old student Scott Pennington shoots and kills a teacher and custodian. He is sentenced to life in prison.

    May 1, 1992 – Lindhurst High School – Olivehurst, California. 20-year-old dropout Eric Houston returns to his high school and kills a former teacher and three students. Houston is sentenced to death.

    February 26, 1992 – Thomas Jefferson High School – Brooklyn, New York. A 15-year-old shoots and kills two other students. The shooter, Kahlil Sumpter, is sentenced in 1993 to between 6 2/3 and 20 years in prison and is released in 1998.

    November 25, 1991 – Thomas Jefferson High School – Brooklyn, New York. A stray bullet kills a 16-year-old student during an argument between two other teens. Shooter Jason Bentley, 14, is sentenced in 1992 to three to nine years in prison.

    January 17, 1989 – Cleveland Elementary School – Stockton, California. 24-year-old drifter Patrick Purdy uses an AK-47 to kill five children on an elementary school playground. He then takes his own life.

    December 16, 1988 – Atlantic Shores Christian School – Virginia Beach, Virginia. 16-year-old Nicholas Elliot shoots and kills teacher Karen Farley. Elliott is sentenced to life in prison with the possibility of parole.

    September 26, 1988 – Oakland Elementary School – Greenwood, South Carolina. 19-year-old James Wilson, copying the Winnetka, Illinois murders, kills 8-year-olds Tequila Thomas and Shequila Bradley in their school cafeteria. Wilson’s death sentence is overturned in January 2003.

    May 20, 1988 – Hubbard Woods Elementary School – Winnetka, Illinois. 30-year-old Laurie Dann invades an elementary school and kills an 8-year-old boy. She injures six other people before taking her own life.

    February 11, 1988 – Pinellas Park High School – Largo, Florida. Two 15-year-olds with stolen weapons, Jason McCoy and Jason Harless, shoot and kill Assistant Principal Richard Allen. McCoy serves two years in prison, and Harless serves eight.

    March 2, 1987 – Dekalb High School – Dekalb, Missouri. 12-year-old Nathan Faris, who was teased about being overweight, shoots 13-year-old Timothy Perrin and then takes his own life.

    December 4, 1986 – Fergus High School – Lewistown, Montana. 14-year-old Kristofer Hans shoots and kills substitute teacher Henrietta Smith. He is sentenced to 206 years in prison in 1988.

    May 16, 1986 – Cokeville Elementary School – Cokeville, Wyoming. A couple in their 40s, David and Doris Young, take over an elementary school with a bomb and hold 150 children and adults hostage, demanding $300 million in ransom. The bomb accidentally detonates, setting the school on fire. Investigators later determine that during the fire David Young shot his wife and then killed himself. 74 people were injured in the fire.

    January 21, 1985 – Goddard Junior High School – Goddard, Kansas. 14-year-old James Kearbey shoots and kills Principal Jim McGee. Kearbey spends seven years in juvenile detention and is released at the age of 21. On October 31, 2001, Kearbey is involved in a six-hour standoff with Wichita, Kansas, police. No injuries resulted and Kearbey is later acquitted of aggravated assault on a police officer.

    February 24, 1984 – 49th Street School – Los Angeles. Sniper Tyrone Mitchell shoots at children on an elementary school playground, killing one and injuring 11. He later takes his own life.

    January 20, 1983 – Parkway South Junior High – St. Louis. An unnamed 14-year-old shoots and kills another student before turning the gun on himself.

    March 19, 1982 – Valley High School – Las Vegas. 17-year-old Pat Lizotte shoots and kills psychology teacher Clarence Piggott during class. Lizotte is sentenced to life in prison.

    January 29, 1979 – Grover Cleveland Elementary – San Diego. 16-year-old Brenda Spencer opens fire on a school across from her home, killing the principal and janitor.

    May 18, 1978 – Murchison Junior High School – Austin, Texas. 13-year-old John Christian shoots and kills his English teacher Wilbur Grayson, during class. The shooter is the son of George Christian, press secretary to President Lyndon Johnson from 1967 to 1969. After time in a psychiatric hospital, Christian attends high school in the Dallas area.

    February 22, 1978 – Everett High School – Lansing, Michigan. 15-year-old Roger Needham kills another student who had bullied him. After four years in juvenile detention, Needham is released. He later earns a Ph.D in math and works as a professor in Missouri and New York.

    March 18, 1975 – Sumner High School – St. Louis. 16-year-old Stephen Goods, a bystander, is shot and killed during a fight between other teens.

    December 30, 1974 – Olean High School – Olean, New York. Honors student Anthony Barbaro kills a school janitor and two passers-by. Barbaro later kills himself while awaiting trial.

    October 5, 1966 – Grand Rapids High School – Grand Rapids, Minnesota. 15-year-old David Black injures another student before killing teacher Forrest Willey.

    September 15, 1959 – Edgar Allen Poe Elementary – Houston. Convict Paul Orgeron explodes a suitcase of dynamite on a school playground, killing himself, two adults and three children.

    May 18, 1927 – Bath Consolidated Schoolhouse – Bath, Michigan. Farmer Andrew Kehoe sets off two explosions at the school, killing himself, six adults and 38 children.

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  • Al-Hikmah Tutoring Services Announces Groundbreaking Education Guide: The Marvel Education

    Al-Hikmah Tutoring Services Announces Groundbreaking Education Guide: The Marvel Education

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    A Practical Handbook for Educators by Professor Emir Cruz Fernández on Empowering Classroom Experience


    NEW YORK, July 24, 2023 (Newswire.com)
    –
    We are thrilled to announce the release of Marvel Education: A Classroom Management Guide for New Educators and Anyone Serious About Teaching in Urban High Schools by Dr. Emir Cruz Fernández. This highly acclaimed book (launched on July 3) offers practical strategies and insights to empower educators to revolutionize their teaching approaches and create engaging learning environments.

    In addition to the book release, we are excited to announce the availability of the audiobook edition of Marvel Education on Amazon Audible and iTunes. This highly anticipated audiobook provides educators with convenient access to the transformative content of Marvel Education.

    Drawing upon Professor Emir Cruz Fernández’s 20 years of teaching experience and extensive research, Marvel Education is a comprehensive manual for educators in urban high schools. The book goes beyond traditional teaching methods, offering innovative techniques that foster student engagement, encourage critical thinking, and promote meaningful connections between students and the subject matter.

    Through the pages of Marvel Education, educators will discover the power of authentic connections with students, effective classroom management strategies, and the art of creating awe-inspiring learning moments. Dr. Fernández’s approach, known as “Marvel Education,” incorporates theatrical improvisation, storytelling, Socratic dialogues, introspection, and awe-inspiring moments and experiences that lead students to marvel at something, encourage them to think outside the box, and explore and recognize their potential. This unorthodox method helps teachers manage classroom disruptions and transforms students into curious and responsible individuals.

    The strategies outlined in Marvel Education have garnered praise from educators who have already implemented them in their classrooms. Readers have highlighted the book’s ability to inspire a love for learning, deepen student engagement, and promote student ownership of the learning process.

    As the demand for practical and effective teaching approaches in urban high schools continues to grow, Marvel Education stands out as a valuable resource for educators dedicated to positively impacting their students’ lives.

    Marvel Education is now available for purchase on major online platforms. To access the audiobook edition on Amazon Audible and iTunes, visit the platforms. Take advantage of this opportunity to revolutionize your teaching approach and make a lasting impact on your students.

    About the Author

    Dr. Emir Cruz Fernández is the author of the award-winning book Muslims of Spain, Marvel Education, and the much-anticipated The Stoic Educator. He holds a Ph.D. in Spanish Golden Age Literature from the Graduate Center, CUNY. Dr. Cruz Fernández is a professor, actor, public school teacher, and theater director. He has participated in numerous productions ranging from classical Greek theater to experimental, avant-garde, and modern musical theater. With a deep passion for learning, Emir Cruz Fernández has dedicated his life to the arts and the dissemination of knowledge.

    For media inquiries, review copies, or to schedule an interview with Dr. Emir Cruz Fernández, please contact:

    Al-Hikmah Tutoring Services, LLC

    www.emircruz.org

    administrator@emircruz.org

    917-815-5201

    Source: Al-Hikmah Tutoring Services

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  • A transgender girl misses her high school graduation after Mississippi judge denies emergency plea to permit her to go in a dress and heels | CNN

    A transgender girl misses her high school graduation after Mississippi judge denies emergency plea to permit her to go in a dress and heels | CNN

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    CNN
     — 

    A transgender teen in Mississippi missed her high school graduation after a federal judge denied a motion requesting she be allowed to wear a dress and heels under her robe.

    The 17-year-old, identified in court documents by her initials “L.B.,” did not attend her Gulfport high school graduation, according to the American Civil Liberties Union of Mississippi. She opted to miss the ceremony when she was told she had to wear boy’s clothes to attend, telling CNN she would “rather stand up for what’s right than be humiliated.”

    The family has asked for the teen’s full name to be withheld for privacy and safety reasons.

    On May 9, less than two weeks before graduation, L.B. says she was pulled into Harrison Central High School Principal Kelly Fuller’s office and asked what she was going to wear for graduation.

    “I told her I was going to wear a white dress, then she told me I was not going to be allowed to wear a dress, and I would have to wear boy clothes,” L.B. said. “And she stated that the Superintendent called her asking about what students would wear to graduation.”

    As far as she knows, no other students were asked the same question.

    L.B. says she has attended Harrison Central High School as a girl for the past four years. She attended prom wearing a blue sparkly dress without any objection from the school. “I was being me, and I felt very accepted at the time,” she said. “I felt very understood. I felt that I had a great support system at that school.”

    L.B. and her parents, Samantha Brown and Henry Brown, filed the federal lawsuit Thursday, demanding Harrison County School District allow the teen to wear what she wishes during Saturday’s graduation ceremony from Harrison Central High School.

    Attorneys with the ACLU of Mississippi are representing the family.

    The Browns cited a violation of their child’s civil rights, accusing the school district of discrimination on the basis of sex and gender and violating the teen’s First Amendment rights, according to the complaint.

    On Friday, the day before graduation, a federal judge in Gulfport, Mississippi, denied a motion filed by L.B.’s family requesting she be allowed to wear her dress and heels at the high school graduation.

    The teen had picked out a dress and heels to wear with the traditional cap and gown in accordance with the school’s dress code for female students, according to a media release from the ACLU.

    “Our client is being shamed and humiliated for explicitly discriminatory reasons, and her family is being denied a once-in-a-lifetime milestone in their daughter’s life,” ACLU spokesperson Gillian Branstetter told CNN in an email. “No one should be forced to miss their graduation simply because of who they are.”

    Samantha Brown, L.B.’s mother, explained that after the conversation with the principal, they learned the dress code policy throughout the school year was different from the policy for graduation.

    A commencement participation agreement is included within the court documents. It shows L.B. and her mother signed the document on March 14, 2023, agreeing to follow conditions required for participating in the graduation ceremony.

    The Harrison County School District’s policy on graduation states: “Students are expected to wear dress shoes, dress clothes (dresses or dressy pant-suit for girls and dress pants, shirt, and tie for the boys).” The policy does not mention dress code rules for LGBTQ students or specify students must dress according to their sex assigned at birth.

    “Graduation school dress policy is girls have to wear white dresses and boys wear a white button up shirt with a tie and black pants and socks with black dress shoes,” Brown said. “This has never been an issue before. We felt like we were abiding by the dress code according to what she identifies as.”

    CNN has reached out to the Harrison County School District and Harrison Central High School for comment.

    L.B. called the news “unexpected and shocking,” saying, “I couldn’t understand why they would change it so suddenly.”

    “You’ve been allowing me to be this way, be myself, and express myself this way for so long. And it wasn’t even a thought in my mind that they would do this to me,” she told CNN.

    “This is a celebration of my high school, this is a celebration of my finish line,” L.B. said. “For me to be forced into something that I’m not, it wouldn’t have been fun for me at all…this kind of injustice is not okay.”

    “We have to do better as a community, as a country, as a state, as a city, as a county, we have to do better,” the teenager added.

    Brown said the ruling from the judge on Friday was hurtful and caused humiliation for her daughter, stating her opinion that it would have been more of a “distraction and shock to her peers and other teachers to show up like that, other than the way she usually dresses.”

    “She’s a good student, she made it to the finish line … that should be more of the things the children should be worried about rather than whether they will be targeted by what they identify as,” Brown said.

    Brown said they will be evaluating their legal options moving forward. “We’re going to continue to speak on this and continue to fight for what we feel is right,” she added.

    According to court documents, the school policy states that “a high school graduation ceremony is a sacred and inspirational ritual which is intended to be surrounded with decorum of dignity, grace, solemnity, reverence, pomp and circumstance.”

    “Students whose attire does not meet the minimum dress requirements may not be allowed to participate in the graduation exercises,” the policy states.

    “My graduation is supposed to be a moment of pride and celebration and school officials want to turn it into a moment of humiliation and shame,” L.B. said in the ACLU release. “The clothing I’ve chosen is fully appropriate for the ceremony and the superintendent’s objections to it are entirely unfair to myself, my family, and all transgender students like me. I have the right to celebrate my graduation as who I am, not who anyone else wants me to be.”

    Fact check: Why state lawmakers around the country keep citing junk science

    The student has been openly transgender since she began attending the school as a freshman, according to the complaint, and her identity has been known to her classmates, teachers, and administrators.

    Mitchell King, the superintendent of Harrison County School District, testified in court documents that the district relies on birth certificates to record whether students are male or female.

    The complaint describes a phone conversation between Samantha Brown and King, in which King says L.B. “is still a boy,” therefore “he needs to wear pants, socks, and shoes, like a boy.”

    The complaint also notes L.B. attended the school’s prom last year wearing a formal dress and high-heeled shoes, without any issues or repercussions.

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  • Arizona student arrested and accused of bringing AR-15 and ammunition to high school | CNN

    Arizona student arrested and accused of bringing AR-15 and ammunition to high school | CNN

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    CNN
     — 

    A student in Phoenix faces “a number of serious felony charges” after police accused him of bringing an AR-15 weapon and ammunition to a high school, authorities said.

    Phoenix Police Department officers and two school security officers responded Friday afternoon to a call of a student with a gun on campus, the department said in a news release Saturday.

    School administrators called police after learning of a possible weapon at Bostrom High School shortly before 1 p.m., the Phoenix Union High School District said in a statement emailed to CNN.

    “During our investigation, we discovered the report was accurate, and local authorities intervened and confiscated the weapon,” the school district said in an email.

    Arriving officers detained the male juvenile student in the main office of Bostrom High School, authorities said.

    Police said they “acted quickly” to arrest the student, who was found to have brought additional ammunition in his lunchbox and backpack, according to the statement.

    School administrators placed the campus on lockdown during the investigation, according to the high school district.

    The Phoenix Police Department’s Crime Gun Intelligence Unit is assisting with the investigation, and the department said it’s working closely with school and district officials.

    “We commend those who originally reported the possibility of a weapon on school grounds to adults on campus who immediately called police,” police said in the statement.

    The police did not immediately release information on where the semi-automatic rifle came from and why the student allegedly brought it to campus.

    The student’s name and age were not released because he is a minor.

    His arrest comes days after an 18-year-old man in Farmington, New Mexico, used an AR-15-style rifle and two other guns to shoot and kill three people and injure six others, including two police officers, CNN reported.

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  • Griffin Bay School, a K-12 Online Learning Academy Is Now Open for Enrollment to Students Throughout Washington State

    Griffin Bay School, a K-12 Online Learning Academy Is Now Open for Enrollment to Students Throughout Washington State

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    New Washington State online learning program is open for enrollment.


    FRIDAY HARBOR, Wash., June 16, 2021 (Newswire.com)
    –
    Griffin Bay School’s K-12 Online learning program is now open for Fall 2021 enrollment to students throughout Washington State. Administered and funded by San Juan Island School District, in Friday Harbor, Washington, Griffin Bay School offers remote classes outside of traditional classroom settings and schedules. Griffin Bay School provides students and families an educational program that allows for flexibility, individualized attention, and a “work at your own pace” approach.

    Some believe an education should prepare students for further learning, like college or trade school, while others prioritize preparing students for the workforce, developing social skills, or encouraging participation in civic life. The dedicated educators at Griffin Bay School understand the spectrum of needs and priorities that exist and recognize that flexibility is key to meet the needs of all students and families in an alternative learning program such as Griffin Bay School.

    Griffin Bay School offers:

    • Program flexibility.
    • Odysseyware/Edgenuity and other state-approved programs.
    • Family support and curriculum resources.
    • Alternative ways to academic success.
    • Individualized attention.
    • Small class size.

    If you would like more information about Griffin Bay School, please call us at (360) 378-3292, or call/text at (360) 298-6025, email to conniedomenech@sjisd.org, or visit our website at www.sjisd.wednet.edu/domain/281.

    Students’ and Parents’ Testimonials

    “With Griffin Bay, I never have to feel like my child could be falling behind or not being challenged enough. They celebrate your child at whichever level they are at and see each student as an individual. It is a truly unique school and one that we feel very lucky to be a part of.”

     – Katie Myers, Parent

    “I love that Mrs. Heller always asks me what I am interested in and finds fun books and worksheets for me. I am always excited to pick up my new school materials.”

    – First Grade Student

    “I see Griffin Bay as the best type of high school for students like me and many others who need the independence and the opportunities that this system provides. Before I began attending Griffin Bay, I dreaded doing what was required. I appreciate the different ways I can learn at my own pace. I am also grateful for the attitude of the teachers to personally help me not be mad about doing school but actually help me be more excited.”

    Griffin Bay School is a part of San Juan Island School District located in Friday Harbor, Washington. We are a public school district. Our current enrollment is 765 students, most of whom are local, but a growing number of whom are from across Washington State. Join us!

    ###

    Source: San Juan Island School District

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  • Professional Development Conference for Homestay Managers Addresses the Growing Demands for Host Families to Host the Increasing International Student Population in the USA

    Professional Development Conference for Homestay Managers Addresses the Growing Demands for Host Families to Host the Increasing International Student Population in the USA

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    Madeleine Golda, Cross-Cultural Training Director of EduBoston, and Executive Director of Bachson Academy, to Present at Toronto Event

    Press Release
    –


    updated: Nov 15, 2017


    BOSTON, November 15, 2017 (Newswire.com)
    –
     EduBoston is pleased to have been invited to participate in the Professional Development Conference for Homestay Managers in Toronto. For over a decade, EduBoston has been a placement service provider to thousands of International Students interested in receiving a high school education in the United States and knows first hand the importance of placing these students with nurturing and loving Host Families. 

    ​Recent studies support the growing trend of International Secondary Students studying in the United States. In fact, the study by the “iie Institute of International Education” in New York reflects that in 2016, there were 81,981 International Secondary Students who studied in the United States. This trend provides evidence that Host Families are needed more than ever, and professional organizations like EduBoston must continue to provide their knowledge and expertise to Host Families and professionals who manage Host Families to be able to stay in line with the growing trends.  

    The International Student homestay industry has to keep up with trends that affect students, including academics, cultural immersion, expectations, English proficiency challenges and so much more. Continual communication, guidance, and education help bridge the differences between North Americans and students from other cultures. I really appreciate being invited to Doug Ronsom’s conference and look forward to collaborating with him further.

    Madeleine Golda, Director of Cross-Cultural Training

    The Professional Development Conference for Homestay Managers in Toronto, Ontario, Canada, takes place on Nov. 16-17, gathering professionals in the International Student industry focused on topics in relation to Homestay and Host Family Management for the international students in North America. Panels and sessions invite educators and host management professionals to participate over the two-day conference reviewing topics that discuss the demand for host families as the trend of students studying abroad increases. 

    Informative topics include:

    • Recruiting Great Host Families in Competition with Other Programs and Airbnb by Doug Ronson, ESQ Educational Services
       
    • Cross-Cultural Communication for Homestay Programs – Ms. Madeleine Golda, EduBoston
      ​
    • Preventing Homestay Coordinator Burnout – Jennifer Wilson, Canada Homestay Network
       
    • Mental Health; Changing Marijuana Laws and Concerns about Substance Abuse – Dr. Abby Goldstein, University of Toronto

    And many other sessions. A full schedule can be downloaded at homestayguide.com.

    The series of conferences that take place throughout North America is organized by visionary Doug Ronson, CEO of ESQ Educational Services. ESQ’s mission is to enhance the international education experience for students, hosts and homestay coordinators. Being in the homestay industry for more than 20 years, having been a Host Parent and homestay coordinator, Ronson knows first-hand the benefits as well as the trials and tribulations of hosting and the homestay industry. He has published many manuals and guidebooks for hosts and students and for the past two years has been organizing professional development workshops for homestay managers and professionals in the international student industry. Ronson states, “We are delighted to have Madeleine Golda speak at the conference. The homestay managers in attendance will benefit from her expert knowledge and vast experience.”  

    Ms. Madeleine Golda, Cross-Cultural Training director of EduBoston, and executive director of Bachson Academy, states, “The international student homestay industry has to keep up with trends that affect students, including academics, cultural immersion, expectations, English proficiency challenges and so much more.” Golda continues, “Continual communication, guidance and education help bridge the differences between North Americans and students from other cultures. I really appreciate being invited to Doug’s conference and look forward to collaborating with him further.”

    About EduBoston
    Established in 1998, EduBoston is an industry-leading International Education consulting firm based in Boston, Massachusetts. Through the work of highly trained, dedicated local staff and CSIET-certified Host Family program, EduBoston ensures students are positioned to succeed both academically and socially. www.EduBoston.com

    About Bachson Academy: Provide International Students and immigrants with effective and engaging English as a Second Language instruction, orientation to U.S. culture and the U.S. education system and improved learning skills, using methods which embrace learners’ diverse backgrounds and goals and promote intercultural understanding, service to others, reflection on experience and individual achievement.  www.BachsonAcademy.com

    Ms. Madeleine Golda serves as its executive director and recently was nominated and elected to the board of directors of CSIET-The Council on Standards for International Educational Travel. www.csiet.org

    Media Contact: Christina Andrianopoulos, Senior Marketing Officer, EduBoston, 857.498.1203, Christina@EduBoston.com

    Source: EduBoston

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  • St. Louis school shooter had an AR-15-style rifle, 600 rounds of ammo and a note saying ‘I don’t have any friends. I don’t have any family,’ police say | CNN

    St. Louis school shooter had an AR-15-style rifle, 600 rounds of ammo and a note saying ‘I don’t have any friends. I don’t have any family,’ police say | CNN

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    CNN
     — 

    The 19-year-old gunman who killed two people and wounded several others at his former high school left a note saying his struggles led to “the perfect storm for a mass shooter,” St. Louis police said.

    Orlando Harris graduated from Central Visual and Performing Arts High School last year and returned Monday with an AR-15-style rifle, over 600 rounds of ammunition and more than a dozen high-capacity magazines, St. Louis police Commissioner Michael Sack said.

    Harris died at a hospital after a gun battle with officers.

    Investigators found a handwritten note in the car Harris drove to the school. Sack detailed some of the passages:

    “I don’t have any friends. I don’t have any family. I’ve never had a girlfriend. I’ve never had a social life. I’ve been an isolated loner my entire life,” the note said, according to Sack. “This was the perfect storm for a mass shooter.”

    Given the gunman’s extensive arsenal, the tragedy could have been “much worse,” the police chief said.

    Authorities credited locked doors and a quick law enforcement response – including by off-duty officers – for preventing more deaths at the school.

    But the shooter did not enter a checkpoint where security guards were stationed, said DeAndre Davis, director of safety and security for St. Louis Public Schools.

    Davis also said the security guards stationed in the district’s schools are not armed, but mobile officers who respond to calls at schools are.

    “For some people that would cause a stir of some sort,” Davis said Tuesday. “For us, we thought it’s best for our officers, for the normalcy of school for kids, to not have officers armed in the school.”

    Student Alexandria Bell, 15, and teacher Jean Kuczka, 61, were gunned down in the attack.

    One of the teacher’s colleagues, Kristie Faulstich, said Kuczka died protecting her students.

    During the rush to evacuate students from the school, “One student looked at me and she said, ‘They shot Ms. Kuczka.’ And then she said that Ms. Kuczka had put herself between the gunman and the students,” Faulstich said.

    Jean Kuczka

    Kuczka was looking forward to retiring in just a few years, her daughter Abigail Kuczka told CNN.

    Alexandria was looking forward to her Sweet 16, her father Andre Bell told CNN affiliate KSDK.

    “It’s a nightmare,” Bell said. “I am so upset. I need somebody – police, community folks, somebody – to make this make sense.”

    He joins a growing list of parents grappling with the reality of their child being killed at school.

    Across the country, at least 67 shootings have happened on school grounds so far this year.

    As the shooting unfolded in St. Louis, a Michigan prosecutor who just heard the guilty plea of a teen who killed four students last fall said she was no longer shocked to hear of another school shooting.

    “The fact that there is another school shooting does not surprise me – which is horrific,” Oakland County Prosecutor Karen McDonald said.

    “We need to keep the public and inform the public … on how we can prevent gun violence. It is preventable, and we should never ever allow that to be something we just should have to live with.”

    Students grieve near Central Visual and Performing Arts High School, where two people were killed.

    Bell, the father of the slain teen, said he’s struggling to get answers about what happened.

    “I really want to know: How did that man get inside the school?” he told KSDK.

    Authorities have said the doors were locked. But the St. Louis police commissioner declined to detail how the shooter got in.

    “I don’t want to make this easy for anybody else,” Sack said.

    The gunman didn’t conceal his weapon when entering the school, Sack said.

    “When he entered, it was out … there was no mystery about what was going to happen,” the commissioner said. “He had it out and entered in an aggressive, violent manner.”

    Faulstich said school’s principal came over the intercom and used the code phrase “Miles Davis is in the building” to let faculty know an active shooter was in the building.

    “I instantly but calmly went to lock my door and turn off the lights,” the teacher said. “I then turned to my kids and told everyone to get in the corner.”

    Within a minute of locking her second-floor classroom door, Faulstich said, someone started “violently jostling the handle, trying to get in.”

    “I absolutely commend my students for their response,” Faulstich said. “Even in the moments when they were hearing gunfire going on all around they stood quiet and I know they did it to keep each other safe.”

    Adrianne Bolden, a freshman at the school, told KSDK that students thought the school was conducting a drill – until they heard the sirens and noticed their teachers were scared.

    “The teacher, she crawled over and she was asking for help to move the lockers to the door so they can’t get in,” Bolden said. “And we started hearing glass breaking from the outside and gunshots outside the door.”

    Sophomore Brian Collins, 15, suffered gunshot wounds to his hands and jaws. He escaped by jumping from a classroom window onto a ledge, his mother VonDina Washington said.

    “He told me they heard an active shooter notification over the intercom so everyone in the class hid,” Washington said. According to her son, the gunman then came into the classroom and fired several shots before leaving.

    After the gunman left the third-floor classroom, Washington said another student opened a classroom window, and some of them jumped.

    Brian has numbness in his hands and trouble moving some of his right-hand fingers.

    “He’s really good at drawing,” Washington said. “He went to CVPA for visual arts, and we’re hoping he’ll be able to draw again.”

    Math teacher David Williams told CNN everyone went into “drill mode,” turning off lights, locking doors and huddling in corners so they couldn’t be seen.

    He said he heard someone trying to open the door and a man yell, “You are all going to f**king die.”

    A short time later, a bullet came through one of the windows in his classroom, Williams said.

    His classroom is on the third floor, where Sack said police engaged the shooter.

    Eventually, an officer said she was outside, and the class ran out through nearby emergency doors.

    Security personnel were at the school when the gunman arrived, St. Louis Public Schools Communications Director George Sells said.

    “We had the seven personnel working in the building who did a wonderful job getting the alarm sounded quickly,” Sells said.

    The commissioner did say the school doors being locked likely delayed the gunman.

    “The school was closed and the doors were locked,” Sack told CNN affiliate KMOV. “The security staff did an outstanding job identifying the suspect’s efforts to enter, and immediately notified other staff and ensured that we were contacted.”

    After widespread controversy over the delayed response in confronting school shooters in Uvalde, Texas, and Parkland, Florida, Sack said responding officers in St. Louis wasted no time rushing into the school and stopping the gunman.

    “There was no sidewalk conference. There was no discussion,” Sack said. “There was no, ‘Hey, where are you going to?’ They just went right in.”

    A call about an active shooter at the high school came in around 9:11 a.m., according to a timeline provided by the commissioner.

    Police arrived on scene and made entry four minutes later.

    Officers found the gunman and began “engaging him in a gunfight” at 9:23 a.m. Two minutes later, officers reported the suspect was down.

    Asked about the eight minutes between officers’ arrival and making contact with the gunman, Sack said “eight minutes isn’t very long,” and that officers had to maneuver through a big school with few entrances and crowds of students and staff who were evacuating.

    Police found the suspect “not just by hearing the gunfire, but by talking to kids and teachers as they’re leaving,” Sack said.

    As phone calls came in from people hiding in different locations, officers fanned out and searched for students and staff to escort them out of the building.

    Officers who were at a church down the street for a fellow officer’s funeral also responded to the shooting, the commissioner said.

    A SWAT team that was together for a training exercise was also able to quickly load up and get to the school to perform a secondary sweep of the building, Sack said.

    Some officers were “off duty; some were in T-shirts, but they had their (ballistic) vests on,” the commissioner said. “They did an outstanding job.”

    Correction: An earlier version of this story gave the wrong age for 15-year-old Alexandria Bell, who was killed in the shooting.

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