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Tag: implementation

  • Solving the staffing crisis is key to the Science of Reading movement

    Key points:

    As someone who’s dedicated my career to advancing the Science of Reading movement, I’ve seen firsthand what it takes to help every child become a strong, fluent reader. We’ve made incredible strides in shifting the conversation toward evidence-based instruction, but I know we’re at a critical inflection point. While we–obviously–continue our work helping schools and districts adopt SOR, there’s an issue that stands in the way of real, sustained, progress: the staffing crisis and leadership churn that are leaving our educators overwhelmed and skeptical toward “change.” Without addressing these deeper structural issues, we risk stalling the momentum we’ve worked so hard to build.

    The hidden costs of constant turnover

    The data on teacher and leader turnover is bleak, and I’ve seen how it undermines the long-term commitment needed for any meaningful change. Consider this: Roughly 1 in 6 teachers won’t return to the same classroom next year, and nearly half of new teachers leave within their first five years. This constant churn is a massive financial burden on districts, costing an estimated $20,000 per teacher to recruit, hire, and onboard. But the real cost is the human one. Every time a new leader or teacher steps in, the hard-won progress on a literacy initiative can be jeopardized.

    I’ve watched districts spend years building momentum for the Science of Reading, providing extensive training and resources, only to see a new superintendent or principal arrive with a new set of priorities. This “leader wobble” can pull the rug out from under an initiative mid-stream. It’s especially frustrating when a new leader decides a program has had “plenty of professional learning” without taking the time to audit its impact. This lack of continuity completely disrupts the 3-5 years it takes for an initiative to truly take hold, especially because new teachers often arrive with a knowledge gap, as only about one-quarter of teacher preparation programs teach the Science of Reading. We can’t build on a foundation that’s constantly shifting.

    Overwhelmed by “initiative fatigue”

    I know what it feels like to have too much on your plate. Teachers, already juggling countless instructional materials, often see each new program not as a solution but as one more thing to learn, implement, and manage. Instead of excitement, there’s skepticism–this is initiative fatigue, and it can stall real progress. I’ve seen it firsthand; one large district I worked with rolled out new reading, math, and phonics resources all at once.

    To prevent this, we need to follow the principle of “pull weeds to plant flowers.” Being critical, informed consumers of resources means choosing flowers (materials) that are:

    • Supported by high-quality, third-party research
    • Aligned across all tiers of instruction
    • Versatile enough to meet varied student needs
    • Teacher-friendly, with clear guidance and instructional dialogue
    • Culturally relevant, reflecting the diverse backgrounds of students

    Now, even when a resource meets these standards, adoption shouldn’t be additive. Teachers can’t layer new tools on top of old ones. To see real change, old resources must be replaced with better ones. Educators need solutions that provide a unified, research-backed framework across all tiers, giving teachers clarity, support, and a path to sustainable student progress.

    Building a stable environment for sustained change

    So, how do we create the stable environment needed to support our educators? It starts with leadership that is in it for the long game. We need to mitigate turnover by using data to understand why teachers are leaving and then acting on that feedback. Strengthening mentorship, clarifying career pathways, and improving school culture are all crucial steps.

    Beyond just retaining staff, leaders must foster a culture of sustained commitment. It’s not enough to have a few “islands of excellence” where a handful of teachers are getting great results.

    We need system-wide adoption. This requires strong leaders to balance support and accountability. I’ve seen how collaborative teams, engaged in problem-solving and data-based decision-making, can transform a school. When teachers see students as “our students” and not just “my students,” shared ownership grows.

    A leader’s job is to protect and sustain this vision, making sure the essential supports–like collaborative planning time, ongoing professional development, and in-classroom coaching–are in place. But sustaining change goes beyond daily management; it requires building deep capacity so the work continues even if leadership shifts. This means hiring, training, and retaining strong educators, investing in future leaders, and ensuring committed advocates are part of the implementation team. It also requires creating a detailed, actionable roadmap, with budgets clearly allocated and accountability measures established, so that any initiative isn’t just a short-term priority but a long-term promise. By embedding these structures, leaders can secure continuity, maintain momentum, and ensure that every step forward in literacy translates into lasting gains for students.

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    Laura Stewart, 95 Percent Group

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  • From momentum to endurance: Scaling structured literacy with implementation science

    When districts adopt evidence-based practices like Structured Literacy, it’s often with a surge of excitement and momentum. Yet the real challenge lies not in the initial adoption, but in sustaining and scaling these practices to create lasting instructional change. That’s the point at which implementation science enters the picture. It offers a practical, research-backed framework to help district leaders move from one-time initiatives to systemwide transformation.

    Defining the “how” of implementation

    Implementation science is the study of methods and strategies that support the systematic uptake of evidence-based practices. In the context of literacy, it provides a roadmap for translating the science of reading, based on decades of cognitive research, into day-to-day instructional routines.

    Without this roadmap, even the most well-intentioned literacy reforms struggle to take root. Strong ideas alone are not enough; educators need clear structures, ongoing support, and the ability to adapt while maintaining fidelity to the research. Implementation science brings order to change management and helps schools move from isolated professional learning sessions to sustainable, embedded practices.

    Common missteps and how to avoid them

    One of the most common misconceptions among school systems is that simply purchasing high-quality instructional materials or delivering gold-standard professional learning, like Lexia LETRS, is enough. While these are essential components, they’re only part of the equation. What’s often missing is a focus on aligned leadership, strategic coaching, data-informed decisions, and systemwide coordination.

    Another frequent misstep is viewing Structured Literacy as a rigid, one-size-fits-all approach. In reality, it is a set of adaptable practices rooted in the foundational elements of reading: Phonemic awareness, phonics, fluency, vocabulary, and comprehension. Effective implementation requires both structure and flexibility, guided by tools like the Active Implementation Formula or NIRN’s Hexagon Tool.

    District leaders must also rethink their approach to leadership. Instructional change doesn’t happen in a vacuum or stay confined to the classroom. Leaders at every level–from building principals to regional directors–need to be equipped not just as managers, but as implementation champions.

    Overcoming initiative fatigue

    Initiative fatigue is real. Educators are weary of the pendulum swings that often characterize educational reform. What’s new today may feel like a rebranded version of yesterday’s trend. Implementation science helps mitigate this fatigue by building clear, supportive structures that promote consistency over time.

    Fragmented professional learning is another barrier. Educators need more than one-off workshops–they need coherent, job-embedded coaching and opportunities to reflect, revise, and grow. Coaching plays a pivotal role here. It serves as the bridge between theory and practice, offering modeling, feedback, and emotional support that help educators build confidence and capacity.

    Building sustainable systems

    Sustainability starts with readiness. Before launching a Structured Literacy initiative, district leaders should assess their systems. Do they have the right people, processes, and tools in place? Have they clearly defined roles and responsibilities for everyone involved, from classroom teachers to district office staff?

    Implementation teams are essential. These cross-functional groups help drive the work forward, break down silos, and ensure alignment across departments. Successful districts also make implementation part of their onboarding process, so new staff are immersed in the district’s instructional vision from day one.

    Flexibility is important, too. No two schools or communities are the same. A rural elementary school might need different pacing or grouping strategies than a large urban middle school. Implementation science supports this kind of contextual adaptation without compromising core instructional principles.

    Measuring progress beyond test scores

    While student outcomes are the ultimate goal, they’re not the only metric that matters. Districts should also track implementation fidelity, educator engagement, and coaching effectiveness. Are teachers confident in delivering instruction? Are they seeing shifts in their students’ engagement and performance? Are systems in place to sustain these changes even when staff turnover occurs?

    Dashboards, coaching logs, survey tools, and walkthroughs can all help paint a clearer picture. These tools also help identify bottlenecks and areas in need of adjustment, fostering a culture of continuous improvement.

    Equity at the center

    Implementation science also ensures that Structured Literacy practices are delivered equitably. This means all students, regardless of language, ability, or zip code, receive high-quality, evidence-based instruction.

    For multilingual learners, this includes embedding explicit vocabulary instruction, oral language development, and culturally responsive scaffolding. For students with disabilities, Structured Literacy provides a clear and accessible pathway that often improves outcomes significantly. The key is to start with universal design principles and build from there, customizing without compromising.

    The role of leadership

    Finally, none of this is possible without strong leadership. Implementation must be treated as a leadership competency, not a technical task to be delegated. Leaders must shield initiatives from political noise, articulate a long-term vision, and foster psychological safety so that staff can try, fail, learn, and grow.

    As we’ve seen in states like Mississippi and South Carolina, real gains come from enduring efforts, not quick fixes. Implementation science helps district leaders make that shift–from momentum to endurance, from isolated success to systemic change.

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    Kimberly Stockton, Ed.D.

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  • SEL implementation soars across U.S.

    SEL implementation soars across U.S.

    Key findings:

    A national survey of educators and principals shows a record number of K-12 schools reporting social and emotional learning (SEL) implementation, according to new research from CASEL and RAND.

    By the 2023-24 school year, 83 percent of school principals reported that their schools used an SEL curriculum. That number marks a steady increase from 76 percent in the 2021-22 school year and 46 percent in the 2017-2018 school year.

    Data from Social and Emotional Learning in U.S. Schools: Findings from CASEL’s Nationwide Policy Scan and the American Teacher Panel and American School Leader Panel Surveys show that 49 states and the District of Columbia have at least one supportive policy or condition that actively promotes SEL in schools. Educators working in states with more supportive SEL policies and conditions said that they are more likely to report SEL implementation in their own schools.

    “These findings show that educators and leaders nationwide are prioritizing SEL as a critical part of long-term academic recovery, and are undeterred by funding shifts or political divides,” said Dr. Alexandra Skoog-Hoffman, CASEL Senior Director of Research & Learning. “At a time when the nation faces teacher shortages, safety concerns, and attendance crisis, these data suggest that the focus on SEL is making an impact. Our data reinforces decades of evidence that show SEL can contribute to more positive school climates and increase student interest in learning, while supporting educators themselves.”

    School leaders’ investment in SEL also has a positive impact on teachers. Report data show that while educators cite funding and lack of support as consistent barriers, greater investment in SEL correlates with teachers feeling like they have the time, professional learning, and community support to implement SEL strategies that benefit students’ learning.

    The report also identifies specific state and local policy solutions to ensure educators and school leaders have the support to do their jobs effectively for their students. State policies have an outsized impact on the success of SEL initiatives. In states with supportive SEL policies–such as standalone K-12 SEL standards and integration of SEL into academic content areas–schools report fewer barriers to implementation, more community support, and greater professional learning opportunities for educators.

    Based on these latest findings and existing evidence, CASEL calls on policymakers at every level to make SEL a central part of the educational experience for all students.

    For more than a decade, CASEL has partnered with districts nationwide to study and scale high-quality SEL. The SEL Fellows Academy is an opportunity to support more leaders in addressing the social and emotional development of their students and educators and scale high-quality practice in their districts across the country.

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    CASEL Staff

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  • Revolutionizing education through school-based healthcare

    Revolutionizing education through school-based healthcare

    Key points:

    It’s officially back-to-school time, where ideas are nurtured, knowledge and curiosity thrive, and life-long friendships are forged. Yet, for many students, school is also a place where the challenges of ADHD are put on full display. For parents and teachers, addressing these challenges requires a multi-faceted approach that combines thorough and adequate testing, open communication, and proactivity.

    A holistic approach to student health

    The implementation of school-based health centers (SBHCs) is fostering a supportive environment for children with unique needs like ADHD. Traditionally, healthcare and education entities have existed in separate realms. However, the recent global mental health crisis calls for a more interconnected approach. These centers have emerged as hubs for comprehensive primary care and behavioral health services. The rise in SBHCs signals a move in the right direction and acts as a bridge between educators and parents. This strategic partnership creates an environment conducive to learning and growth while nurturing each child’s potential.

    “SBHCs provide primary care and behavioral health services for students with Medicaid, no insurance, and occasionally private insurance on school campuses nationwide,” says Ashlea Johnson, LCSW at Summit Mental Health Services and clinical advisor at Qbtech. “The ability to collaborate with educators alongside the family system is an incredible boon for the students.”

    The collaborative nature of SBHCs allows clinicians to dive into each student’s specific needs, creating a personalized curriculum extending beyond medical checkups. For example, clinicians at a Colorado-based SBHC incorporate more technology, like objective ADHD testing, to design effective accommodation plans. By harnessing technology-driven testing tools, educators can tailor strategies that enhance school performance and behavior in the classroom with peers.

    As the educational landscape continues to evolve and embrace these changes, it also highlights the impact ADHD can have in the classroom. From a parent’s perspective, these challenges can affect their child’s entire school experience, which is why having central healthcare centers equipped with better technology is crucial to student success.

    How parents can help

    The impact of ADHD on a child’s education is profound. The constant transitions, including moving between classes to varying schedules and new routines, can exacerbate an already stress-ridden child. Parents often find their children struggling to focus in this ever-changing environment and wonder how to lessen the burden.

    Parents can play a pivotal role in equipping their children with the right tools to navigate these challenges successfully:

    • Early planning and communication. Starting conversations early leading up to the first day back can lessen the upcoming anxiety. Discussing teachers, routines, and new friends can prepare your child for what’s ahead.  
    • Role-playing. Engaging in role-playing scenarios can boost your child’s confidence in social settings. Parents can simulate conversations, providing the child with practical tools for making friends, speaking to teachers and more.
    • A letter to teachers. Collaborating with teachers is crucial. Crafting a letter introducing your child, their accommodation needs, and strengths and weaknesses due to ADHD can familiarize the teacher, helping create a supportive classroom environment.
    • Familiarization visits. A field trip to the school or classroom before the year starts can ease stressors and make it less intimidating.
    • Establish routine. Ensure you have established a consistent routine well before the school year starts, from bedtime to breakfast, to provide a sense of stability your child can come home to.
    • Get a medical opinion. Seek a doctor who is competent in ADHD. While starting with a pediatrician or primary care provider is common, parents should seek a specialist with expertise in ADHD diagnosis and management, including objective testing. 

    Navigating proper accommodations can also be daunting due to the differing policies across individual schools and districts. For parents seeking to secure services for their child, it’s vital to get an outside medical evaluation that acknowledges ADHD as a medical condition to be used alongside the school evaluation. Choosing a provider who offers comprehensive assessments using subjective and objective measurements and having that data to support the diagnosis can bolster the case for accommodations and provide a clearer picture of the child’s needs.

    It’s worth noting each child is unique, and what works for one may not work for the other. Children often possess a deep understanding of their needed accommodations, whether stepping outside the classroom for fresh air or having a quiet place to go for a break when frustrated. Teachers making simple tweaks to their classroom–like seating arrangements, stress balls, or even treadmills–can significantly impact a child’s ability to concentrate and engage.

    A glimpse into the future 

    As we look ahead, the future of SBHCs seems bright, and the need for such places will likely increase as schools recognize the synergy between emotional well-being and academic success. Technology will play a significant role as well. Tools like objective ADHD assessments can boost classroom performance and behavior by being the anchor on which diagnosis and management lie. The data-driven insights can empower educators and clinicians to craft even more tailored plans, ensuring each student receives what they require. This fusion of education and healthcare will continue to redefine student success, reshaping the education landscape for good.

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    Evelyn Green, M.S.Ed., ADDA and CHADD

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  • Convention on Biological Diversity (CBD) – Fourth meeting of the Subsidiary Body on Implementation – World News Report – Medical Marijuana Program Connection

    Convention on Biological Diversity (CBD) – Fourth meeting of the Subsidiary Body on Implementation – World News Report – Medical Marijuana Program Connection

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  • ESSER Funds help bring ClassVR to Schools in the Saint Louis Public Schools District

    ESSER Funds help bring ClassVR to Schools in the Saint Louis Public Schools District

    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.”

    To learn more about ClassVR, visit http://www.classvr.com.

    About Avantis

    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 News Staff
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    ESchool News Staff

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  • Have Digital Portfolios Come of Age?

    Have Digital Portfolios Come of Age?

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

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

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

    Key highlights include:

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

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  • L.A. County delays implementation of new criteria for gravely disabled

    L.A. County delays implementation of new criteria for gravely disabled

    The Los Angeles County Board of Supervisors voted Tuesday to delay the implementation of Senate Bill 43, the landmark legislation that expands the criteria by which people can be detained against their wills by police, crisis teams and mental health providers.

    The motion to delay, proposed by Supervisor Lindsey Horvath, was passed on a 4-1 vote. L.A. County now joins 45 other counties that have formally declared their intention to hold off implementation. Supervisor Janice Hahn cast the lone dissenting vote.

    “I know there are people on our streets who are not going to survive and maybe would have a chance if we implemented this sooner to help them get the treatment that they need,” Hahn said to her colleagues.

    SB 43 gave counties the option to implement the law either at the start of 2024 or not until Jan. 1, 2026. In her motion, Horvath cited “the immense amount of work” required to implement the law, which adds severe substance use disorder to the longstanding definition of gravely disabled.

    “We cannot afford the liability cases and the risk of civil right violations and risk getting this wrong,” Horvath said at the board meeting.

    Passed by state legislators in September and signed by Gov. Gavin Newsom in October, SB 43 represents the first major revision of the state’s 1967 conservatorship law, the Lanterman-Petris-Short Act.

    It is intended to address not only the epidemic of mental illness among homeless populations in the state but also the proliferation of highly addictive drugs, such as fentanyl and methamphetamine, which researchers say exacerbate psychotic disorders.

    However, according to the motion, the size of the crisis presents logistical problems for counties responsible for administering involuntary holds that proceed conservatorship hearings. Adding severe substance use disorder to the definition of gravely disabled could lead to a 10% increase of those involuntarily detained, according to the supervisor’s motion.

    Los Angeles County joins a majority of counties across the state tapping the brakes on what Newsom considers crucial legislation for transforming California’s behavioral health landscape. Last week, he lambasted those who chose to wait.

    “You have a crisis out there,” he said at a news conference. “There is a crisis on the streets, and people are talking about delaying the conservatorship efforts until 2026. We can’t afford to wait. The state has done its job. It’s time for the counties to do their job … with a deeper sense of urgency. They have to recognize that people are dying on their watch. People are literally losing their lives, and we can’t waste another day.”

    The supervisors’ decision to delay comes three weeks after the county Department of Mental Health issued a report on the feasibility of implementing SB 43 at the start of the new year. Written in conjunction with the county Department of Public Health’s Bureau of Substance Abuse Prevention and Control, the report recommended holding off on implementation.

    Among the reasons was the need to increase training to ensure appropriate and consistent understanding of the definition of “grave disability” among those qualified to initiate an involuntary hold and perhaps most crucially, to address a shortage of treatment facilities for those with medical, substance use and mental health treatment needs.

    The county currently has no locked facilities for treating substance use disorder.

    “Our mental health service system, while larger than it was in the 1960s, is still under-resourced and under-staffed,” according to Horvath’s motion, which references the “disastrous results” of not developing community services following the closure of state psychiatric hospitals in the 1970s. “This board cannot afford to make the same mistakes that our state leaders did decades ago.”

    Prior to the vote, Hahn had expressed disappointment with efforts to stall SB 43.

    “We have a drug addiction and mental health crisis on our streets, and I want to see a sense of urgency from our county departments,” she said in a statement. “I think we can get this done sooner, and I want to see us try.”

    In a letter of support for the motion, the Hospital Assn. of Southern California, representing 170 hospitals in six counties, recommended waiting.

    “The current behavioral health system is not prepared to support the influx of new patients meant to be served by this law and our hospital emergency departments are not prepared to hold and care for these patients until we can identify appropriate treatment,” wrote Adena Tessler, a regional vice president with the group. “A rushed implementation of this expanded definition, without proper preparation, is not in the best interest of the very patients it is intended to help.”

    San Francisco and San Luis Obispo counties have indicated that they will implement SB 43 at the start of the new year, and last week by a vote of 3 to 2, the San Diego County Board of Supervisors agreed to delay implementation until January 2025, when it will reevaluate its readiness to adapt the new criteria ahead of the 2026 deadline.

    But “the expectation is that it will be implemented within a year,” said Luke Bergmann, director of behavioral health services for San Diego County.

    While logistical constraints have led to the decision to delay implementation, there is also concern that SB 43 might be challenged in court as an impingement upon civil liberties. Soon after the CARE Act was passed in 2022, three civil rights groups challenged the law in court. Their petition was ultimately dismissed.

    Although no lawsuit has been filed against SB 43, Disability Rights California, which opposed the legislation, argued against a hurried roll-out.

    “It’s really disheartening to hear the governor criticize counties for exercising an option — deferral — he agreed to in SB 43,” said Deb Roth, a senior legislative advocate. “It seems very short-sighted not to want county-readiness before implementing such major changes.”

    Thomas Curwen

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  • San Isidro Independent School District Leverages GEAR UP Grants to bring ClassVR to Students

    San Isidro Independent School District Leverages GEAR UP Grants to bring ClassVR to Students

    Chicago — The San Isidro Independent School District in Texas is embracing the immersive power of virtual reality technology through implementation of the award-winning ClassVR VR/AR headsets in its middle and high school classrooms. The district leveraged federal GEAR UP Pathways to the Future grant funding to purchase ClassVR, which includes thousands of pieces of VR and AR content to support all subject areas. San Isidro ISD is among 13 school districts in Texas Region One Educational Services Center’s service area to have signed on with ClassVR using GEAR UP Pathways to the Future grants.

    “The GEAR UP program has been great for bringing technology and training to our district,” said Cristobal Vela, GEAR UP facilitator for San Isidro ISD. “ClassVR provides an excellent opportunity to have students experience places that they otherwise would never be able to visit.”

    English teachers, for example, are using ClassVR to immerse students in scenes from author John Steinbeck’s “Of Mice and Men.” Social studies teachers are using it to take students on virtual field trips to big cities such as Times Square in New York City. In sixth and seventh grade science classes, students are using ClassVR to virtually go inside of an atom to see how it’s constructed.

    The GEAR UP grant program is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing services for high-poverty middle and high schools. San Isidro ISD serves a rural community in southern Texas where 95% of students are Hispanic/Latino and 100% qualify for free or reduced-price lunch.

    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 worldwide, it includes all hardware, software, tools, training, support and implementation services needed for teachers to deploy AR/VR in their classrooms. ClassVR’s content hub, Eduverse, 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.

    In addition to qualifying for GEAR UP grants, ClassVR also qualifies for ESSER funds because it helps teachers support student academic achievement and address learning loss.

    “Utilizing grant funding for ClassVR is really a great way to support equity in schools because it gives students access to cutting-edge technology, and allows those who might not have had opportunities to travel, to experience different places through the power of virtual reality,” said Avantis Education’s Chief Executive Officer Huw Williams. “GEAR UP grants offer a great opportunity to bring technologies like ClassVR into schools to help enhance lessons and support academic success in secondary school and beyond.”

    To learn more about ClassVR, visit http://www.classvr.com.

    About Avantis

    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 News Staff
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    ESchool News Staff

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  • Cumberland County Schools Recognized in 2023 K-12 Hero Awards for Implementation of S.P.I.R.E. Reading Program

    Cumberland County Schools Recognized in 2023 K-12 Hero Awards for Implementation of S.P.I.R.E. Reading Program

    FAYETTEVILLE, N.C. /PRNewswire-PRWeb/ —  EPS  School Specialty, the leading provider of Pre K–12 supplemental literacy solutions, is pleased to announce that Catherine LeCleir-Salas, K–5 Instructional Specialist at Cumberland County Public Schools, was named a  finalist in the  2023 eSchool K–12 Hero Awards for her outstanding implementation of S.P.I.R.E., an EPS reading intervention program based in the Science of Reading.

    “As staff and students at Cumberland County Schools look to the future, Catherine DeCleir-Salas’ dynamic legacy as a trailblazing educator will undoubtedly continue to shape their progress and ensure their success,” said Janine Walker-Caffrey, the Chief Product Officer at EPS. “LeCleir-Salas’ remarkable ability to turn challenges into opportunities, unite educators, and equip students with the tools they need makes her more than deserving of this award.”

    The K–12 Hero Awards is a platform dedicated to recognizing and celebrating exceptional educators nationwide, and LeCleir-Salas’ approach is representative of the exceptional educators honored within the program. Rooted in the Orton-Gillingham methodology, S.P.I.R.E. aligns with the North Carolina Excellent Public Schools Act of 2021 and supports beginning readers, striving readers, and students with dyslexia. As the district transitioned to S.P.I.R.E., DeCleir-Salas was a constant source of support and encouragement for educators, caregivers, and students—dedicated to creating a holistic environment where every learner can thrive. As a result of DeCleir-Salas’ efforts, S.P.I.R.E. achieved tremendous success, boasting a teacher participation rate of 85 to 90 percent.

    “At Cumberland County Schools, we believe every student can learn and succeed with the right instruction and environment, and that’s exactly what I’ve sought to do through the Science of Reading and S.P.I.R.E.,” said DeCleir-Salas. “I’m honored for this recognition and look forward to serving and supporting students for years to come”.

    To learn more about this news, please visit  https://eps.schoolspecialty.com/insights/2023-hero-awards-finalist

    About EPS School Specialty

    EPS School Specialty has partnered with educators for 75 years to advance literacy as the springboard for lifelong learning and opportunity. Their depth of experience backs their Literacy System, which includes more than 20 solutions based in the Science of Reading supporting grades PreK through 12, all tiers of instruction, and every pillar of reading. Their System, coupled with their customized professional learning services, helps students become stronger readers and writers, and teachers to become more effective literacy instructors. Visit  www.eps.schoolspecialty.com to learn more.

    About the K–12 Hero Awards

    The K–12 Hero Awards are presented annually by eSchool News to honor educators for their exemplary use of innovative edtech to support student learning. Winners are chosen for their commitment to education and their creativity and innovation in helping students continue learning while ensuring they feel safe, empowered, and engaged. For more information about the awards, visit  2023 K–12 Hero Awards.

    SOURCE EPS School Specialty

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