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Tag: school

  • Number of children abducted in Nigerian school attack raised to more than 300

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    A total of 303 schoolchildren and 12 teachers were abducted by gunmen during an attack on St. Mary’s School, a Catholic institution in north-central Nigeria’s Niger state, the Christian Association of Nigeria said Saturday, updating an earlier tally of 215 schoolchildren.The tally was changed “after a verification exercise and a final census was carried out,” according to a statement issued by the Most. Rev. Bulus Dauwa Yohanna, chairman of the Niger state chapter of CAN, who visited the school on Friday.He said 88 other students “were also captured after they tried to escape” during the attack. The students were both male and female and ranged in age from 10 to 18.The school kidnapping in Niger state’s remote Papiri community happened four days after 25 schoolchildren were seized in similar circumstances in neighboring Kebbi state’s Maga town, which is 170 kilometers (106 miles) away.No group has yet claimed responsibility for the abductions and authorities have said tactical squads have been deployed alongside local hunters to rescue the children.Yohanna described as false a claim from the state government that the school had reopened for studies despite an earlier directive for schools in that part of Niger state to close temporarily due to security threats.“We did not receive any circular. It must be an afterthought and a way to shift blame,” he said, calling on families “to remain calm and prayerful.”School kidnappings have come to define insecurity in Africa’s most populous nation, and armed gangs often see schools as “strategic” targets to draw more attention.UNICEF said last year that only 37% of schools across 10 of the conflict-hit states have early warning systems to detect threats.The kidnappings are happening amid U.S. President Donald Trump’s claims of targeted killings against Christians in the West African country. Attacks in Nigeria affect both Christians and Muslims. The school attack earlier this week in Kebbi state was in a Muslim-majority town.The attack also took place as Nigerian National Security Adviser Nuhu Ribadu was visiting the U.S. where he met Defense Secretary Pete Hegseth on Friday.

    A total of 303 schoolchildren and 12 teachers were abducted by gunmen during an attack on St. Mary’s School, a Catholic institution in north-central Nigeria’s Niger state, the Christian Association of Nigeria said Saturday, updating an earlier tally of 215 schoolchildren.

    The tally was changed “after a verification exercise and a final census was carried out,” according to a statement issued by the Most. Rev. Bulus Dauwa Yohanna, chairman of the Niger state chapter of CAN, who visited the school on Friday.

    He said 88 other students “were also captured after they tried to escape” during the attack. The students were both male and female and ranged in age from 10 to 18.

    The school kidnapping in Niger state’s remote Papiri community happened four days after 25 schoolchildren were seized in similar circumstances in neighboring Kebbi state’s Maga town, which is 170 kilometers (106 miles) away.

    No group has yet claimed responsibility for the abductions and authorities have said tactical squads have been deployed alongside local hunters to rescue the children.

    Yohanna described as false a claim from the state government that the school had reopened for studies despite an earlier directive for schools in that part of Niger state to close temporarily due to security threats.

    “We did not receive any circular. It must be an afterthought and a way to shift blame,” he said, calling on families “to remain calm and prayerful.”

    School kidnappings have come to define insecurity in Africa’s most populous nation, and armed gangs often see schools as “strategic” targets to draw more attention.

    UNICEF said last year that only 37% of schools across 10 of the conflict-hit states have early warning systems to detect threats.

    The kidnappings are happening amid U.S. President Donald Trump’s claims of targeted killings against Christians in the West African country. Attacks in Nigeria affect both Christians and Muslims. The school attack earlier this week in Kebbi state was in a Muslim-majority town.

    The attack also took place as Nigerian National Security Adviser Nuhu Ribadu was visiting the U.S. where he met Defense Secretary Pete Hegseth on Friday.

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  • For getting kids excited about sustainability, Fairfax Co. teacher is up for national award – WTOP News

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    Laure Grove was eager to teach at Terra Centre Elementary in Burke, because the school was initially built to be environmentally efficient.

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    Fairfax Co. teacher up for national award for getting kids excited about sustainability

    Laure Grove was eager to teach at Terra Centre Elementary in Burke, because the school was initially built to be environmentally efficient.

    In an attempt to conserve energy, the school was constructed underground. When she arrived in 2018, there were a few garden beds outside, but Grove noticed they weren’t being utilized.

    When students returned to the Fairfax County school campus after the peak of the pandemic, the garden beds needed to be cleaned up, Grove said. Many people helped lead that effort, and brainstormed what could be done inside the school building during the cleanup outside.

    What started as a small project to get the gardens ready for use again evolved into a schoolwide approach to get students involved and excited about protecting the environment. The school has an “eco club,” emphasizes recycling and composting and has buy-in from parent volunteers and local businesses.

    For leading that work, Grove has been nominated for a National Wildlife Federation award.

    “What she is instilling in our kids, and actually even our staff, will continue to have an effect for years to come, and how they take care of our world and our environment, which, as we know, is so important right now,” Principal Rebecca Gidoni said.

    Growing up in Virginia, Grove spent a lot of time working with animals and plants. Her mom worked for the National Recreation and Park Association, and her family spent a lot of time on Virginia’s Eastern Shore.

    At Terra Centre, students participate in several different waste reduction programs. The school collects plastic and helps prevent it from ending up in landfills. When they reach 1,000 pounds, it can get turned into a bench. Several such benches are available in the school’s outdoor learning spaces.

    Every classroom, from kindergarten through sixth grade, has a Green Team representative. This year, the group voted to host a battery recycle center.

    Preschoolers have their own vegetable garden and usually grow a pumpkin patch. On the hilly portion of the school’s outdoor area, there’s a pollinator garden. Separately, there are a series of 720-foot bed-edible gardens.

    Last week, as part of a math unit, kindergartners made patterns with pansies in their garden bed. Fifth graders dug up potatoes that were planted last spring. As part of a social studies unit, it led to conversations about ancient civilizations.

    “This little light bulb goes off,” Grove said. “They get to do something hands-on, and they remember it, is the most important thing, and they’re able to then also articulate it, because they can recall it better.”

    To encourage spending time in the outdoor spaces, Grove helped launch a badge competition this year. A classroom gets a sticker for every 15 minutes spent outside learning.

    In the first quarter of the school year, the classes totaled 1,400 minutes of outside learning time.

    “They’re excited, and they’re guiding their own learning with enhanced concepts,” Grove said. “You get to do stuff hands-on. You get to take the stuff that might not be as thrilling in the classroom all the time and apply it in a more cool way.”

    Each week, the school hosts “Don’t Be Wasteful Wednesdays,” encouraging students to discourage waste and promote composting.

    Even parents are chipping in, Grove said. Some volunteer to help maintain the gardens. A group of dads spent a weekend putting together composting bins.

    And sixth grader Laila Turpin recalled a recent project creating a habitat for native frogs.

    “It’s more unique than other schools, because we get to be more involved with nature,” Turpin said.

    The school has a fish tank in the middle of a hallway, next to a fixture of plants being grown.

    “Everything from plastics to planting to composting, watershed, all of those real-world experiences are teaching our kids something that they could learn in a classroom, but not with the same meaning and intentionality as what we’re doing here,” Gidoni said.

    Led by Grove’s efforts, the school earned a “Green Flag” designation from the National Wildlife Federation. The honor recognizes campuses that go above and beyond in teaching students about sustainability.

    Grove, a pre-K special education teacher, called the recognition “a very big honor, because I’m just one teacher at an amazing school in Burke, Virginia. I’m sure there’s lots of other people out there doing amazing stuff too, but we have worked hard at our school, and the kids here — they’re awesome.”

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    © 2025 WTOP. All Rights Reserved. This website is not intended for users located within the European Economic Area.

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    Scott Gelman

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  • From silos to systems: The digital advantage in schools 

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    Key points:

    When I first stepped into my role overseeing student data for the Campbell County School District, it was clear we were working against a system that no longer served us.

    At the time, we were using an outdated platform riddled with data silos and manual processes. Creating school calendars and managing student records meant starting from scratch every year. Grade management was clunky, time-consuming, and far from efficient. We knew we needed more than a patchwork fix–we needed a unified student information system that could scale with our district’s needs and adapt to evolving state-level compliance requirements. 

    Over the past several years, we have made a full transition to digitizing our most critical student services, and the impact has been transformational. As districts across the country navigate growing compliance demands and increasingly complex student needs, the case for going digital has never been stronger. We now operate with greater consistency, transparency, and equity across all 12 of our schools. 

    Here are four ways this shift has improved how we support students–and why I believe it is a step every district should consider:

    How centralized student data improves support across K-12 schools

    One of the most powerful benefits of digitizing critical student services is the ability to centralize data and ensure seamless support across campuses. In our district, this has been a game-changer–especially for students who move between schools. Before digitization, transferring student records meant tracking down paper files, making copies, and hoping nothing was lost in the shuffle. It was inefficient and risky, especially for students who required health interventions or academic support. 

    Now, every plan, history, and record lives in a single, secure system that follows the student wherever they go. Whether a student changes schools mid-year or needs immediate care from a nurse at a new campus, that information is accessible in real-time. This level of continuity has improved both our efficiency and the quality of support we provide. For districts serving mobile or vulnerable populations, centralized digital systems aren’t just convenient–they’re essential.

    Building digital workflows for student health, attendance, and graduation readiness

    Digitizing student services also enables districts to create customized digital workflows that significantly enhance responsiveness and efficiency. In Campbell County, we have built tools tailored to our most urgent needs–from health care to attendance to graduation readiness. One of our most impactful changes was developing unified, digital Individualized Health Plans (IHPs) for school nurses. Now, care plans are easily accessible across campuses, with alerts built right into student records, enabling timely interventions for chronic conditions like diabetes or asthma. We also created a digital Attendance Intervention Management (AIM) tool that tracks intervention tiers, stores contracts and communications, and helps social workers and truancy officers make informed decisions quickly. 

    These tools don’t just check boxes–they help us act faster, reduce staff workload, and ensure no student falls through the cracks.

    Digitization supports equitable and proactive student services

    By moving our student services to digital platforms, we have become far more proactive in how we support students–leading to a significant impact on equity across our district. With digital dashboards, alerts, and real-time data, educators and support staff can identify students who may be at risk academically, socially, or emotionally before the situation becomes critical. 

    These tools ensure that no matter which school a student attends–or how often they move between schools–they receive the same level of timely, informed support. By shifting from a reactive to a proactive model, digitization has helped us reduce disparities, catch issues early, and make sure that every student gets what they need to thrive. That’s not just good data management–it’s a more equitable way to serve kids.

    Why digital student services scale better than outdated platforms

    One of the most important advantages of digitizing critical student services is building a system that can grow and evolve with the district’s needs. Unlike outdated platforms that require costly and time-consuming overhauls, flexible digital systems are designed to adapt as demands change. Whether it’s integrating new tools to support remote learning, responding to updated state compliance requirements, or expanding services to meet a growing student population, a digitized infrastructure provides the scalability districts need. 

    This future-proofing means districts aren’t locked into rigid processes but can customize workflows and add modules without disrupting day-to-day operations. For districts like ours, this adaptability reduces long-term costs and supports continuous improvement. It ensures that as challenges evolve–whether demographic shifts, policy changes, or new educational priorities–our technology remains a reliable foundation that empowers educators and administrators to meet the moment without missing a beat.

    Digitizing critical student services is more than a technical upgrade–it’s a commitment to equity, efficiency, and future readiness. By centralizing data, customizing workflows, enabling proactive support, and building scalable systems, districts can better serve every student today and adapt to whatever challenges tomorrow may bring.

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    Sara Douglas, Campbell County Schools

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  • Triangle school communities try to support immigrants during Border Patrol operation

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    Among those responding to the presence of U.S. Border Patrol agents in the Triangle are parents and other s focused on schools.

    Durham Public School Strong, Durham For All and other organizers built “School-Based Care and Protection Teams” to gather outside Durham schools Wednesday through Friday mornings when students arrive. In Wake County, people volunteered to do the same.

    The Durham sign-up sheet said teams will “hold signs, lead chants and songs and be prepared to mobilize safe-to-school parades if Durham does become targeted.”

    The Wake County N.C. Association of Educators and other groups organized a training Tuesday evening to help school employees and community volunteers learn how to reassure students and families fearful of the federal immigration operation.

    The ultimate goal, said Wake NCAE President Christina Cole, is to keep people safe.

    “People should have the dignity and the ability to live in our country and their community and to not be afraid of getting kidnapped going to school or going to work and being terrorized,” Cole said in an interview.

    The Wake training event nearly filled Raleigh’s Pullen Memorial Baptist Church, Cole said. Experienced activists provided information about how to identify and interact with federal agents who might show up at or near a school.

    The crowd then broke into groups, depending on their role in the community. Parents and others talked about “safety patrols” around schools to watch for federal agents and help parents and children feel welcome.

    Meanwhile, school employees talked about steps they might take, such as preparing lesson plans for absent students or getting additional emergency contacts should a family member be detained.

    “We talked a little bit about mutual aid,” Cole said. “Can we deliver food or groceries or whatever to our families if they’re afraid to leave their homes?”

    Many parents appear to be keeping their kids home from school while the Border Patrol is active in the Triangle. In Wake County, nearly 19,500 students were absent from school Tuesday, about 67% more than a normal day, according to county officials.

    Durham and Chapel Hill-Carrboro schools also reported higher-than-normal absences Tuesday.

    Follow More of Our Reporting on In the Spotlight

    Related Stories from Raleigh News & Observer

    Richard Stradling

    The News & Observer

    Richard Stradling covers transportation for The News & Observer. Planes, trains and automobiles, plus ferries, bicycles, scooters and just plain walking. He’s been a reporter or editor for 38 years, including the last 26 at The N&O. 919-829-4739, rstradling@newsobserver.com.

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    Richard Stradling,Twumasi Duah-Mensah

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  • Phoebe Hearst teacher demands $2.3 million from SCUSD over carpet removal, alleging retaliation

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    A Sacramento teacher is demanding $2.3 million from the Sacramento City Unified School District, alleging discrimination and retaliation after being disciplined for removing carpet from her classroom. KCRA 3 obtained a legal letter from Jeanine Rupert’s attorney, which claims the district discriminated against the long-time Phoebe Hearst Elementary School teacher.The letter describes Rupert’s removal from her class as a “cruel punishment.” Rupert said she tore up dirty, frayed carpet last year after years of complaints, similar to actions taken by two male teachers in their classrooms who removed carpet from their classrooms. She said her classroom, Room 7, was known for being in disarray before she took it over and that she and her father had previously painted its walls without objection. Rupert’s students assisted with the carpet removal by using hammers and a crowbar. She argued that the use of similar tools by students at the school was commonplace, with students using power tools, mowing the school lawn and trimming bushes with shears. In a disciplinary letter, the district labeled the carpet removal as vandalism, stating Rupert put students at risk and caused more than $22,000 in damage. A SCUSD spokesperson previously said that district staff assessed the carpet and determined it was not time for replacement. In a notice sent to Rupert, the district said that after Rupert’s actions the bulk of the cost to repair and replace the flooring, $12,600, was for asbestos removal. The notice said the students weren’t exposed to asbestos.Initially, Rupert offered to repay the district if she was reinstated. Now, she is demanding $2.3 million in damages. She also alleges that the district failed to comply with the federal Asbestos Hazard Emergency Response Act by never notifying her or “district employees generally that there were asbestos hazards in the classrooms.” Some students and their parents have staged walkouts in support of Rupert, who was transferred out of the school. Parents have also served the school board’s president with a recall notice. See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    A Sacramento teacher is demanding $2.3 million from the Sacramento City Unified School District, alleging discrimination and retaliation after being disciplined for removing carpet from her classroom.

    KCRA 3 obtained a legal letter from Jeanine Rupert’s attorney, which claims the district discriminated against the long-time Phoebe Hearst Elementary School teacher.

    The letter describes Rupert’s removal from her class as a “cruel punishment.”

    Rupert said she tore up dirty, frayed carpet last year after years of complaints, similar to actions taken by two male teachers in their classrooms who removed carpet from their classrooms.

    She said her classroom, Room 7, was known for being in disarray before she took it over and that she and her father had previously painted its walls without objection.

    Rupert’s students assisted with the carpet removal by using hammers and a crowbar. She argued that the use of similar tools by students at the school was commonplace, with students using power tools, mowing the school lawn and trimming bushes with shears.

    In a disciplinary letter, the district labeled the carpet removal as vandalism, stating Rupert put students at risk and caused more than $22,000 in damage.

    A SCUSD spokesperson previously said that district staff assessed the carpet and determined it was not time for replacement. In a notice sent to Rupert, the district said that after Rupert’s actions the bulk of the cost to repair and replace the flooring, $12,600, was for asbestos removal.

    The notice said the students weren’t exposed to asbestos.

    Initially, Rupert offered to repay the district if she was reinstated. Now, she is demanding $2.3 million in damages.

    She also alleges that the district failed to comply with the federal Asbestos Hazard Emergency Response Act by never notifying her or “district employees generally that there were asbestos hazards in the classrooms.”

    Some students and their parents have staged walkouts in support of Rupert, who was transferred out of the school. Parents have also served the school board’s president with a recall notice.

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

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  • Sacramento man arrested, weapons cache seized after suspicious activity at schools

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    A 29-year-old Sacramento man has been arrested after an investigation into suspicious activity at schools in east Sacramento County led to the seizure of multiple firearms, law enforcement patches and tactical gear, the sheriff’s office said. The investigation of Dalmin Muran began after he was repeatedly observed engaging in suspicious activity at schools, according to the Sacramento County Sheriff’s Office. In one case, he allegedly drove his vehicle onto the grounds of Rosemont High School during the evening and was observed wearing military-style clothing and night-vision optics. After a security guard told him to leave, he allegedly said he should be allowed access because the schools are “public grounds.” The sheriff’s office said during other visits he erroneously claimed to have prior military service and expressed interest in joining law enforcement. Deputies executed a search warrant at a home last week in connection with Muran and found “numerous” guns that had been modified, including an unserialized “ghost gun” rifle hidden in an attic, the sheriff’s office said. Hundreds of firearm parts and components for building or altering weapons were also seized, along with multiple smoke grenades, flash bangs and “pepper spray deployable smoke grenades.” Deputies also found multiple law enforcement patches and tactical gear, “including those from the Sacramento County Sheriff’s Office.”Muran was released on bond hours after being booked into custody at the Sacramento County Main Jail, the sheriff’s office said.Muran faces four felony counts related to weapons offenses, according to a criminal complaint filed on Nov. 13. One of the counts alleges that he stole firearm accessories from a gun range. An earlier complaint filed on Dec. 11, 2024, accuses Muran of unlawfully carrying a concealed firearm. He was arraigned on that case in June. He is next due in court in connection with both cases on Jan. 14. The sheriff’s office said it is concerned there may be unreported incidents where Muran represented himself as a law enforcement agent.See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    A 29-year-old Sacramento man has been arrested after an investigation into suspicious activity at schools in east Sacramento County led to the seizure of multiple firearms, law enforcement patches and tactical gear, the sheriff’s office said.

    The investigation of Dalmin Muran began after he was repeatedly observed engaging in suspicious activity at schools, according to the Sacramento County Sheriff’s Office. In one case, he allegedly drove his vehicle onto the grounds of Rosemont High School during the evening and was observed wearing military-style clothing and night-vision optics. After a security guard told him to leave, he allegedly said he should be allowed access because the schools are “public grounds.”

    The sheriff’s office said during other visits he erroneously claimed to have prior military service and expressed interest in joining law enforcement.

    Sacramento County Sheriff’s Office

    Deputies executed a search warrant at a home last week in connection with Muran and found “numerous” guns that had been modified, including an unserialized “ghost gun” rifle hidden in an attic, the sheriff’s office said.

    Weapons cache

    Sacramento County Sheriff’s Office

    Hundreds of firearm parts and components for building or altering weapons were also seized, along with multiple smoke grenades, flash bangs and “pepper spray deployable smoke grenades.”

    Gun parts

    Sacramento County Sheriff’s Office

    Deputies also found multiple law enforcement patches and tactical gear, “including those from the Sacramento County Sheriff’s Office.”

    Patches

    Sacramento County Sheriff’s Office

    Muran was released on bond hours after being booked into custody at the Sacramento County Main Jail, the sheriff’s office said.

    Muran faces four felony counts related to weapons offenses, according to a criminal complaint filed on Nov. 13. One of the counts alleges that he stole firearm accessories from a gun range.

    An earlier complaint filed on Dec. 11, 2024, accuses Muran of unlawfully carrying a concealed firearm. He was arraigned on that case in June.

    He is next due in court in connection with both cases on Jan. 14.

    The sheriff’s office said it is concerned there may be unreported incidents where Muran represented himself as a law enforcement agent.

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

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  • Jamichael Stillwell stuffs statsheet as UCF holds off Oakland

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    (Photo credit: Sophia Scheller-Imagn Images)

    Jamichael Stillwell notched his first career UCF double-double and made two key free throws with 38 seconds to go, lifting the Knights to their third straight win by edging the feisty Oakland Golden Grizzlies 87-83 on Monday night in Orlando, Fla.

    The Knights (4-1) led by four at halftime then raced out to a 15-point advantage in the second half, but the Golden Grizzlies (1-4) rallied and tied the game with eight minutes to play.

    Stillwell, Themus Fulks and Riley Kugel made all six of their free throws in the final minute for the victory.

    Stillwell totaled 20 points and 14 rebounds, while Kugel had 18. Jordan Burks scored 13 with seven rebounds. Fulks had 11 points, six rebounds and 10 assists.

    Oakland’s Isaac Garrett had 23 points and seven rebounds. Brett White II had 21 points on 6-of 11-shooting from deep. Brody Robinson scored 20, and Tuburu Navailurua had 11 points, six rebounds and five assists.

    After a big road win over Texas A&M their last time out, the Knights created a 10-4 lead over the Horizon League school behind two buckets from Stillwell and three points from Fulks, but the visitors knotted it 10-all on twin 3-pointers by White.

    White, a 27-year-old senior guard, helped shoot Oakland back into it. His long shot and Robinson’s at 8:06 cut it to 17-16 as the Michigan school made 4 of 8 from long range, but Kugel soon hit a pair from the stripe to reach 1,000 career points.

    White’s shooting helped keep the Golden Grizzlies within striking distance in the first half, which UCF led just 44-40.

    He sank 5 of 7 treys — his only shots from the floor — for his 16 points.

    The Knights’ answer was Stillwell, who scored 12 first-half points on 5-of-9 shooting with seven rebounds.

    Stillwell sparked a 9-0 second-half run that pushed the edge to 53-42 and continued to dominate on the glass, especially at the offensive end.

    Kugel’s 3-point play at 11:20 increased the gap to 70-55, but Oakland stormed back and evened it 70-all on a 15-0 run behind Robinson’s three-point play at 8:17.

    The Knights regained the lead on a 3-pointer from Kugel, then mostly held a tenuous lead from there, closing out the win at the line.

    –Field Level Media

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  • Teaching math the way the brain learns changes everything

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    Key points:

    Far too many students enter math class expecting to fail. For them, math isn’t just a subject–it’s a source of anxiety that chips away at their confidence and makes them question their abilities. A growing conversation around math phobia is bringing this crisis into focus. A recent article, for example, unpacked the damage caused by the belief that “I’m just not a math person” and argued that traditional math instruction often leaves even bright, capable students feeling defeated.

    When a single subject holds such sway over not just academic outcomes but a student’s sense of self and future potential, we can’t afford to treat this as business as usual. It’s not enough to explore why this is happening. We need to focus on how to fix it. And I believe the answer lies in rethinking how we teach math, aligning instruction with the way the brain actually learns.

    Context first, then content

    A key shortcoming of traditional math curriculum–and a major contributor to students’ fear of math–is the lack of meaningful context. Our brains rely on context to make sense of new information, yet math is often taught in isolation from how we naturally learn. The fix isn’t simply throwing in more “real-world” examples. What students truly need is context, and visual examples are one of the best ways to get there. When math concepts are presented visually, students can better grasp the structure of a problem and follow the logic behind each step, building deeper understanding and confidence along the way.

    In traditional math instruction, students are often taught a new concept by being shown a procedure and then practicing it repeatedly in hopes that understanding will eventually follow. But this approach is backward. Our brains don’t learn that way, especially when it comes to math. Students need context first. Without existing schemas to draw from, they struggle to make sense of new ideas. Providing context helps them build the mental frameworks necessary for real understanding.

    Why visual-first context matters

    Visual-first context gives students the tools they need to truly understand math. A curriculum built around visual-first exploration allows students to have an interactive experience–poking and prodding at a problem, testing ideas, observing patterns, and discovering solutions. From there, students develop procedures organically, leading to a deeper, more complete understanding. Using visual-first curriculum activates multiple parts of the brain, creating a deeper, lasting understanding. Shifting to a math curriculum that prioritizes introducing new concepts through a visual context makes math more approachable and accessible by aligning with how the brain naturally learns.

    To overcome “math phobia,” we also need to rethink the heavy emphasis on memorization in today’s math instruction. Too often, students can solve problems not because they understand the underlying concepts, but because they’ve memorized a set of steps. This approach limits growth and deeper learning. Memorization of the right answers does not lead to understanding, but understanding can lead to the right answers.

    Take, for example, a third grader learning their times tables. The third grader can memorize the answers to each square on the times table along with its coordinating multipliers, but that doesn’t mean they understand multiplication. If, instead, they grasp how multiplication works–what it means–they can figure out the times tables on their own. The reverse isn’t true. Without conceptual understanding, students are limited to recall, which puts them at a disadvantage when trying to build off previous knowledge.

    Learning from other subjects

    To design a math curriculum that aligns with how the brain naturally learns new information, we can take cues from how other subjects are taught. In English, for example, students don’t start by memorizing grammar rules in isolation–they’re first exposed to those rules within the context of stories. Imagine asking a student to take a grammar quiz before they’ve ever read a sentence–that would seem absurd. Yet in math, we often expect students to master procedures before they’ve had any meaningful exposure to the concepts behind them.

    Most other subjects are built around context. Students gain background knowledge before being expected to apply what they’ve learned. By giving students a story or a visual context for the mind to process–breaking it down and making connections–students can approach problems like a puzzle or game, instead of a dreaded exercise. Math can do the same. By adopting the contextual strategies used in other subjects, math instruction can become more intuitive and engaging, moving beyond the traditional textbook filled with equations.

    Math doesn’t have to be a source of fear–it can be a source of joy, curiosity, and confidence. But only if we design it the way the brain learns: with visuals first, understanding at the center, and every student in mind. By using approaches that provide visual-first context, students can engage with math in a way that mirrors how the brain naturally learns. This shift in learning makes math more approachable and accessible for all learners.

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    Nigel Nisbet, Mind Education

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  • Truth vs. risk management: How to move forward

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    Key points:

    In the world of K-12 education, teachers are constantly making decisions that affect their students and families. In contrast, administrators are tasked with something even bigger: making decisions that also involve adults (parents, staff culture, etc.) and preventing conflicts from spiraling into formal complaints or legal issues. Therefore, decisions and actions often have to balance two competing values: truth and risk management.

    Some individuals, such as teachers, are very truth-oriented. They document interactions, clarify misunderstandings, and push for accuracy, recognizing that a single misrepresentation can erode trust with families, damage credibility in front of students, or most importantly, remove them from the good graces of administrators they respect and admire. Truth is not an abstract concept–it is paramount to professionalism and reputation. If a student states that they are earning a low grade because “the teacher doesn’t like me,” the teacher will go through their grade-book. If a parent claims that a teacher did not address an incident in the classroom, the teacher may respond by clarifying the inaccuracy via summarizing documentation of student statements, anecdotal evidence of student conversations, reflective activities, etc.

    De-escalation and appeasement

    In contrast, administrators are tasked with something even bigger. They have to view scenarios from the lens of risk management. Their role requires them to deescalate and appease. Administrators must protect the school’s reputation and prevent conflicts or disagreements from spiraling into formal complaints or legal issues. Through that lens, the truth sometimes takes a back seat to ostensibly achieve a quick resolution.

    When a house catches on fire, firefighters point the hose, put out the flames, and move on to their next emergency. They don’t care if the kitchen was recently remodeled; they don’t have the time or desire to figure out a plan to put out the fire by aiming at just the living room, bedrooms, and bathrooms. Administrators can be the same way–they just want the proverbial “fire” contained. They do not care about their employees’ feelings; they just care about smooth sailing and usually softly characterize matters as misunderstandings.

    To a classroom teacher who has carefully documented the truth, this injustice can feel like a bow tied around a bag of garbage. Administrators usually err on the side of appeasing the irrational, volatile, and dangerous employee, which risks the calmer employee feeling like they were overlooked because they are “weaker.” In reality, their integrity, professionalism, and level-headedness lead administrators to trust the employee will do right, know better, maintain appropriate decorum, rise above, and not foolishly escalate. This notion aligns to the scripture “To whom much is given, much is required” (Luke 12:48). Those with great abilities are judged at a higher bar.

    In essence, administrators do not care about feelings, because they have a job to do. The employee with higher integrity is not the easier target but is easier to redirect because they are the safer, principled, and ethical employee. This is not a weakness but a strength in the eyes of the administration and that is what they prefer (albeit the employee may be dismissed, confused, and their feelings may be hurt, but that is not the administration’s focus at all).

    Finding common ground

    Neither perspective (truth or risk management) is wrong. Risk management matters. Without it, schools would be replete with endless investigations and finger-pointing. Although, when risk management consistently overrides truth, the system teaches teachers that appearances matter more than accountability, which does not meet the needs of validation and can thus truly hurt on a personal level. However, in the work environment, finding common ground and moving forward is more important than finger-pointing because the priority has to be the children having an optimal learning environment.

    We must balance the two. Perhaps, administrators should communicate openly, privately, and directly to educators who may not always understand the “game.” Support and transparency are beneficial. Explaining the “why” behind a decision can go a long way in building staff trust, morale, and intelligence. Further, when teachers feel supported in their honesty, they are less likely to disengage because transparency, accuracy, and an explanation of risk management can actually prevent fires from igniting in the first place. Additionally, teachers and administrators should explore conflict resolution strategies that honor truth while still mitigating risk. This can assist in modelling for students what it means to live with integrity in complex situations. Kids deserve nothing less.

    Lastly, teachers need to be empathetic to the demands on their administrators. “If someone falls into sin, forgivingly restore him, saving your critical comments for yourself. You might be needing forgiveness before the day’s out. Stoop down and reach out to those who are oppressed. Share their burdens, and so complete Christ’s law. If you think you are too good for that, you are badly deceived” (Galatians 6:1-3). This scripture means that teachers should focus less on criticizing or “keeping score” (irrespective of the truth and the facts, and even if false-facts are generated to manage risk), but should work collaboratively while also remembering and recognizing that our colleagues (and even administrators) can benefit from the simple support of our grace and understanding. Newer colleagues and administrators are often in survival mode.

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

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  • 2 Massachusetts men arrested in explosion on Harvard University medical campus

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    Two men were arrested in connection with an explosion on Harvard University’s Longwood Medical Campus, federal officials said Tuesday. The explosion happened Saturday just before 3 a.m. on the fourth floor of Harvard’s Goldenson Building, which is on the university’s medical campus.Special agents and officers with the FBI Boston’s Joint Terrorism Task force and Harvard University Police Department arrested the Massachusetts men, who were not identified. A news conference is planned for 1 p.m.There was no structural damage to the building in the aftermath, and all labs and equipment remained fully operational. “It’s a shame that people do things like that,” said Boston police commissioner Michael Cox. “I’m pretty confident we will hold people accountable for that.”University police released photos of two suspects in the explosion, saying that the two were seen running from the building when police arrived at the scene.Cleaning crews were at the site of the explosion on Sunday, ensuring everything was cleared and fully operational. A sweep of the building was done, and no additional devices were found.”I haven’t heard anything like that going on here, so to hear that is wild,” said student Therese Lipscombe. “Big-name people are going to listen. So whatever their motive was, I’m sure they thought people were going to hear about it.””I do feel like this is a safe area. There’s a hospital nearby and a school, and just a lot of people in general,” said Lindsey Birmingham, who works nearby. “So I usually feel safe. I think I do still feel safe, but it definitely raises a lot of questions and alarms.”A person who lives nearby says they heard two explosions about five minutes apart.No one was injured in the incident.There will be an increased police presence at Harvard’s Longwood campus as officials continue to investigate. There is no threat to the public.

    Two men were arrested in connection with an explosion on Harvard University’s Longwood Medical Campus, federal officials said Tuesday.

    The explosion happened Saturday just before 3 a.m. on the fourth floor of Harvard’s Goldenson Building, which is on the university’s medical campus.

    Special agents and officers with the FBI Boston’s Joint Terrorism Task force and Harvard University Police Department arrested the Massachusetts men, who were not identified.

    A news conference is planned for 1 p.m.

    There was no structural damage to the building in the aftermath, and all labs and equipment remained fully operational.

    “It’s a shame that people do things like that,” said Boston police commissioner Michael Cox. “I’m pretty confident we will hold people accountable for that.”

    University police released photos of two suspects in the explosion, saying that the two were seen running from the building when police arrived at the scene.

    Hearst OwnedHarvard University

    Cleaning crews were at the site of the explosion on Sunday, ensuring everything was cleared and fully operational. A sweep of the building was done, and no additional devices were found.

    “I haven’t heard anything like that going on here, so to hear that is wild,” said student Therese Lipscombe. “Big-name people are going to listen. So whatever their motive was, I’m sure they thought people were going to hear about it.”

    “I do feel like this is a safe area. There’s a hospital nearby and a school, and just a lot of people in general,” said Lindsey Birmingham, who works nearby. “So I usually feel safe. I think I do still feel safe, but it definitely raises a lot of questions and alarms.”

    A person who lives nearby says they heard two explosions about five minutes apart.

    No one was injured in the incident.

    There will be an increased police presence at Harvard’s Longwood campus as officials continue to investigate. There is no threat to the public.

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  • Houston schools cratered after state takeover. Fort Worth, fight back! | Opinion

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    Students are drilled for tests instead of inspired to learn. This isn’t education — it’s demoralization.

    Students are drilled for tests instead of inspired to learn. This isn’t education — it’s demoralization.

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    Demoralized

    I’m the parent of two recent Houston ISD graduates who lived through the state takeover of the district. I hoped it would bring positive change. I couldn’t have been more wrong.

    Under Superintendent Mike Miles, Houston children are drilled for tests instead of inspired to learn. Students deliberately answer questions wrong to avoid “team centers,” where success means more worksheets. This isn’t education — it’s demoralization.

    Houston public schools have lost nearly 20,000 students, more than during the pandemic. Last year alone, a record number of staff members left, including many of our best educators. One campus had six principals in less than two years.

    I urge Fort Worth ISD to fight the state takeover. Protect your schools, your teachers and your students’ futures.

    – Heather Golden, Houston

    Priced out

    When I was a kid, it was possible to return enough soda bottles or mow enough lawns to pay for a ticket to see the Rangers play. Now that I’m retired, I’ll never enjoy another game because of the high ticket and concession prices. Had I known the cost of going to the State Fair this year, I would have stayed longer last year.

    It’s sad that so many normal folks can’t afford to enjoy what used to be the little things in life.

    – Ray Flenniken, Fort Worth

    Clean it up

    Guest commentary author Matthew Kandrach is wrong: Coal isn’t the answer to lowering energy costs, period. (Oct. 31, “Electric bills are rising fast. Here’s how coal plants can help”) Coal power is more expensive than ever because of the high cost of maintaining aging plants, rising fuel prices and environmental cleanup requirements.

    Renewable energy such as wind and solar is now the cheapest source of new electricity. Once generation is built and connected to the electrical grid and battery storage facilities, renewables have no fuel costs and protect consumers from global price spikes, while also creating local jobs and, most important, not contributing further environmental damage. If we want affordable, reliable energy for the future, we should invest in clean, renewable power — not return to outdated, costly, dirty coal.

    – Andrea Christgau, Keller

    Wrong choice

    I always read the Star-Telegram Editorial Board’s endorsements for elections, and I generally trust and agree with the information you provide. However, your choice of John Huffman for the Texas Senate was surprising. (Oct. 19, C6, “Star-Telegram endorsement: Tarrant election to fill state Senate seat”)

    Perhaps the intent was to draw a distinction between two Republicans, Huffman and Leigh Wambsganss, but you could instead endorse the Democrat, Taylor Rehmet. He is an up-and-coming leader, who is enthusiastically trying to represent unions and working people.

    Huffman’s campaign literature says he will defend schools against extreme “woke” indoctrination, ban so-called “critical race theory” and protect women and girls by keeping men out of their sports. I think it’s way past time for the Star-Telegram to call out these candidates who have nothing to offer except this kind of inflammatory nonsense.

    – Penny Baxter, North Richland Hills

    Power grabs

    We have a constitutional amendment election Tuesday. This Texas Legislature doesn’t need another victory for its power grabs and poor spending decisions. Vote against all 17 amendments. That would send a strong message that we are sick of Gov. Greg Abbott and his cronies.

    – Robert Adams, Fort Worth

    Our fault

    For the last 80 years, Congress has steadily ceded its constitutional powers to the presidency. If an autocracy is pending, we have done this to ourselves. I do not care if our next senators and representatives from Texas are Democrats, Republicans or independents. I want to elect candidates who will claw back from the executive those powers that rightfully belong to Congress and make it again a co-equal branch of government.

    – Paul R. Schattman, Arlington

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  • 3 strategies to boost student reading fluency this school year

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    Key points:

    With the new school year now rolling, teachers and school leaders are likely being hit with a hard truth: Many students are not proficient in reading.

    This, of course, presents challenges for students as they struggle to read new texts and apply what they are learning across all subject areas, as well as for educators who are diligently working to support students’ reading fluency and overall academic progress. 

    Understanding the common challenges students face with reading–and knowing which instructional strategies best support their growth–can help educators more effectively get students to where they need to be this school year.

    Understanding the science of learning

    Many districts across the country have invested in evidence-based curricula grounded in the science of reading to strengthen how foundational skills such as decoding and word recognition are taught. However, for many students, especially those receiving Tier 2 and Tier 3 interventions, this has not been enough to help them develop the automatic word recognition needed to become fluent, confident readers.

    This is why coupling the science of reading with the science of learning is so important when it comes to reading proficiency. Simply stated, the science of learning is how students learn. It identifies the conditions needed for students to build automaticity and fluency in complex skills, and it includes principles such as interleaving, spacing practice, varying tasks, highlighting contrasts, rehearsal, review, and immediate feedback–all of which are essential for helping students consolidate and generalize their reading skills.

    When these principles are intentionally combined with the science of reading’s structured literacy principles, students are able to both acquire new knowledge and retain, retrieve, and apply it fluently in new contexts.

    Implementing instructional best practices

    The three best practices below not only support the use of the science of learning and the science of reading, but they give educators the data and information needed to help set students up for reading success this school year and beyond. 

    Screen all students. It is important to identify the specific strengths and weaknesses of each student as early as possible so that educators can personalize their instruction accordingly.

    Some students, even those in upper elementary and middle school, may still lack foundational skills, such as decoding and automatic word recognition, which in turn negatively impact fluency and comprehension. Using online screeners that focus on decoding skills, as well as automatic word recognition, can help educators more quickly understand each student’s needs so they can efficiently put targeted interventions in place to help.

    Online screening data also helps educators more effectively communicate with parents, as well as with a student’s intervention team, in a succinct and timely way.

    Provide personalized structured, systematic practice. This type of practice has been shown to help close gaps in students’ foundational skills so they can successfully transfer their decoding and automatic word recognition skills to fluency. The use of technology and online programs can optimize the personalization needed for students while providing valuable insights for teachers.

    Of course, when it comes to personalizing practice, technology should always enhance–not replace–the role of the teacher. Technology can help differentiate the questions and lessons students receive, track students’ progress, and engage students in a non-evaluative learning environment. However, the personal attention and direction given by a teacher is always the most essential aid, especially for struggling readers. 

    Monitor progress on oral reading. Practicing reading aloud is important for developing fluency, although it can be very personal and difficult for many struggling learners. Students may get nervous, embarrassed, or lose their confidence. As such, the importance of a teacher’s responsiveness and ongoing connection while monitoring the progress of a student cannot be overstated.

    When teachers establish the conditions for a safe and trusted environment, where errors can occur without judgment, students are much more motivated to engage and read aloud. To encourage this reading, teachers can interleave passages of different lengths and difficulty levels, or revisit the same text over time to provide students with spaced opportunities for practice and retrieval. By providing immediate and constructive feedback, teachers can also help students self-correct and refine their skills in real time.

    Having a measurable impact

    All students can become strong, proficient readers when they are given the right tools, instruction, and support grounded in both the science of learning and the science of reading. For educators, this includes screening effectively, providing structured and personalized practice, and creating environments where students feel comfortable learning and practicing skills and confident reading aloud.

    By implementing these best practices, which take into account both what students need to learn and how they learn best, educators can and will make a measurable difference in students’ reading growth this school year.

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    Dr. Carolyn Brown, Foundations in Learning

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  • How districts can avoid 4 hidden costs of outdated facilities systems

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    Key points:

    School leaders are under constant pressure to stretch every dollar further, yet many districts are losing money in ways they may not even realize. The culprit? Outdated facilities processes that quietly chip away at resources, frustrate staff, and create ripple effects across learning environments. From scheduling mishaps to maintenance backlogs, these hidden costs can add up fast, and too often it’s students who pay the price. 

    The good news is that with a few strategic shifts, districts can effectively manage their facilities and redirect resources to where they are needed most. Here are four of the most common hidden costs–and how forward-thinking school districts are avoiding them. 

    How outdated facilities processes waste staff time in K–12 districts

    It’s a familiar scene: a sticky note on a desk, a hallway conversation, and a string of emails trying to confirm who’s handling what. These outdated processes don’t just frustrate staff; they silently erode hours that could be spent on higher-value work. Facilities teams are already stretched thin, and every minute lost to chasing approvals or digging through piles of emails is time stolen from managing the day-to-day operations that keep schools running.  

    centralized, intuitive facilities management software platform changes everything. Staff and community members can submit requests in one place, while automated, trackable systems ensure approvals move forward without constant follow-up. Events sync directly with Outlook or Google calendars, reducing conflicts before they happen. Work orders can be submitted, assigned, and tracked digitally, with mobile access that lets staff update tickets on the go. Real-time dashboards offer visibility into labor, inventory, and preventive maintenance, while asset history and performance data enable leaders to plan more effectively for the long term. Reports for leadership, audits, and compliance can be generated instantly, saving hours of manual tracking. 

    The result? Districts have seen a 50-75 percent reduction in scheduling workload, stronger cross-department collaboration, and more time for the work that truly moves schools forward.

    Using preventive maintenance to avoid emergency repairs and extend asset life

    When maintenance is handled reactively, small problems almost always snowball into costly crises. A leaking pipe left unchecked can become a flooded classroom and a ruined ceiling. A skipped HVAC inspection may lead to a midyear system failure, forcing schools to close or scramble for portable units. 

    These emergencies don’t just drain budgets; they disrupt instruction, create safety hazards, and erode trust with families. A more proactive approach changes the narrative. With preventive maintenance embedded into a facilities management software platform, districts can automate recurring schedules, ensure tasks are assigned to the right technicians, and attach critical resources, such as floor plans or safety notes, to each task. Schools can prioritize work orders, monitor labor hours and expenses, and generate reports on upcoming maintenance to plan ahead. 

    Restoring systems before they fail extends asset life and smooths operational continuity. This keeps classrooms open, budgets predictable, and leaders prepared, rather than reactive. 

    Maximizing ROI by streamlining school space rentals

    Gymnasiums, fields, and auditoriums are among a district’s most valuable community resources, yet too often they sit idle simply because scheduling is complicated and chaotic. Paper forms, informal approvals, and scattered communication mean opportunities slip through the cracks.

    When users can submit requests through a single, digital system, scheduling becomes transparent, trackable, and far easier to manage. A unified dashboard prevents conflicts, streamlines approvals, and reduces the back-and-forth that often slows the process. 

    The payoff isn’t just smoother operations; districts can see increased ROI through easier billing, clearer reporting, and more consistent use of unused spaces. 

    Why schools need facilities data to make smarter budget decisions

    Without reliable facilities data, school leaders are forced to make critical budget and operational decisions in the dark. Which schools need additional staffing? Which classrooms, gyms, or labs are underused? Which capital projects should take priority, and which should wait? Operating on guesswork not only risks inefficient spending, but it also limits a district’s ability to demonstrate ROI or justify future investments. 

    A clear, centralized view of facilities usage and costs creates a strong foundation for strategic decision-making. This visibility can provide instant insights into patterns and trends. Districts can allocate resources more strategically, optimize staffing, and prioritize projects based on evidence rather than intuition. This level of insight also strengthens accountability, enabling schools to share transparent reports with boards, staff, and other key stakeholders, thereby building trust while ensuring that every dollar works harder. 

    Facilities may not always be the first thing that comes to mind when people think about student success, but the way schools manage their spaces, systems, and resources has a direct impact on learning. By moving away from outdated, manual processes and embracing smarter, data-driven facilities management, districts can unlock hidden savings, prevent costly breakdowns, and optimize the use of every asset. 

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    Shane Foster, Follett Software

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  • ICE’s arrest of father, two children in Durango spark local protests

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    Two children and their father on their way to school were detained by federal immigration agents in southwestern Colorado on Monday, sparking protests from demonstrators who tried to prevent the family from being separated and moved to different facilities.

    Videos of the protest posted on social media Tuesday show law enforcement clashing with demonstrators outside a U.S. Immigration and Customs Enforcement field office in Durango, where agents in tactical gear carried weapons capable of firing less-lethal projectiles. Video taken overnight shows one agent taking and throwing a woman’s phone and then throwing the woman to the ground. Other protesters appeared to have been hit by projectiles fired by federal officers.

    In a statement, the city of Durango said it had asked the Colorado Bureau of Investigation to investigate the woman who was shoved by the federal agent.

    Denver7 Investigates

    Parker 5th-grade teacher, family detained by ICE in CO | Denver7 Investigates

    Fernando Jaramillo Solano and his two children, ages 12 and 15, were detained by ICE on Monday morning while driving near their home, said Enrique Orozco-Perez, the co-executive director of the Compañeros Four Corners Immigrant Resource Center.

    The family applied for asylum after coming to Colorado from Colombia and has an active, ongoing immigration case. The children’s mother, who is the primary applicant on the asylum case, has not been detained, the group said.

    Read the full story from our partners at The Denver Post.

    Coloradans making a difference | Denver7 featured videos


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

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    Katie Langford and Seth Klamann | The Denver Post

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  • Fairfield man, 37, arrested on hate crime charges after teen girl assaulted while walking to school

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    AN IMMIGRATION DETAINER ON HIM. WE HAVE OTHER NEWS RIGHT NOW. FAIRFIELD MAN IS FACING HATE CRIME CHARGES TONIGHT AFTER POLICE SAY THAT A STUDENT WAS ATTACKED ON HER WAY TO SCHOOL. THIS HAPPENED YESTERDAY MORNING ON DAHLIA STREET. THAT’S NEAR FAIRFIELD HIGH SCHOOL. POLICE SAY THAT THE STUDENT WAS ATTACKED BY 37 YEAR OLD VICTOR CHAVEZ. INVESTIGATORS SAY THAT CHAVEZ USED VULGAR, RACIST LANGUAGE BEFORE ASSAULTING THAT GIRL. A NEIGHBOR SAYS SHE SAW WHAT HAPPENED AND GOT THE GIRL TO SCHOOL, AND THEN SHE IMMEDIATELY REPORTED THE CRIME. CHAVEZ WAS EVENTUALLY FOUND AND ARRESTED THIS MORNING. HE’S BEEN CH

    Fairfield man, 37, arrested on hate crime charges after teen girl assaulted while walking to school

    Updated: 5:15 PM PDT Oct 23, 2025

    Editorial Standards

    A 37-year-old Fairfield man has been arrested and faces hate crime charges in connection with the assault of a teen girl who was walking to school, police said.Fairfield High School staff were alerted after the attack on Wednesday and school resource officers responded to assist the victim, police said. Investigators determined the student was walking near the 300 block of Dahlia Street when the man, identified as Victor Viera Chavez, confronted her with “vulgar, race-based language before physically assaulting her, reportedly due to her perceived immigration status.”A witness helped the girl to school and Fairfield police launched a hate crime investigation. Police’s Youth Services Unit detained Chavez the next morning as he was leaving his home. He was booked for assault, child endangerment and hate crime charges.See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    A 37-year-old Fairfield man has been arrested and faces hate crime charges in connection with the assault of a teen girl who was walking to school, police said.

    Fairfield High School staff were alerted after the attack on Wednesday and school resource officers responded to assist the victim, police said.

    Investigators determined the student was walking near the 300 block of Dahlia Street when the man, identified as Victor Viera Chavez, confronted her with “vulgar, race-based language before physically assaulting her, reportedly due to her perceived immigration status.”

    A witness helped the girl to school and Fairfield police launched a hate crime investigation.

    Police’s Youth Services Unit detained Chavez the next morning as he was leaving his home. He was booked for assault, child endangerment and hate crime charges.

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

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  • 5 essential AI tech tools for back-to-school success

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    Key points:

    By now, the 2025-2026 school year is well underway. The glow of new beginnings has faded, and the process of learning has begun in earnest. No doubt there is plenty to do, but I recommend that educators take a moment and check in on their teaching toolkit.

    The tools of our trade are always evolving, and if our students are going to get the most out of their time in class, it’s important for us to familiarize ourselves with the newest resources for sparking curiosity, creativity, and critical thinking. This includes the latest AI programs that are making their way into the classroom.  

    Here are five AI tech tools that I believe are essential for back-to-school success: 

    1. ChatGPT: ChatGPT has quickly become the all-in-one tool for generating anything and everything. Many educators are (rightly) concerned about ChatGPT’s potential for student cheating, but this AI can also serve as a built-in assistant for creating welcome letters, student-friendly syllabi, and other common documents for the classroom. If it’s used responsibly, ChatGPT can assist teachers by cutting out the busy work involved when planning and implementing lessons.   
    2. ClassroomScreen: ClassroomScreen functions as a modern-day chalkboard. This useful tool lets teachers project a variety of information on screen while simultaneously performing classroom tasks. Teachers can take straw polls, share inspiring quotes, detail the morning schedule, and even monitor volume without opening a single tab. It’s a simple, multipurpose tool for classroom coordination.     
    3. SchoolAI: SchoolAI is a resource generator that provides safe, teacher-guided interactions between students and AI. With AI becoming increasingly common, it’s vital that students are taught how to use it safely, effectively, and responsibly. SchoolAI can help with this task by cultivating student curiosity and critical thinking without doing the work for them. Best of all, teachers remain at the helm the entire time, ensuring an additional layer of instruction and protection.       
    4. Snorkl: Snorkl is a feedback tool, providing students with instant feedback on their responses. This AI program allows students to record their thinking process on a digital whiteboard using a variety of customizable tools. With Snorkl, a teacher could send students a question with an attached image, then have them respond using audio, visual tools such as highlighting, and much more. It’s the perfect way to inject a little creativity into a lesson while making it memorable, meaningful, and fun!   
    5. Suno: Suno is unique in that it specializes in creative song generation. Looking for an engaging way to teach fractions? Upload your lesson to Suno and it can generate a catchy, educational song in the style of your favorite artist. Suno even allows users to customize lyrics so that the songs stay relevant to the lesson at hand. If you need a resource that can get students excited about learning, then Suno will be the perfect addition to your teaching toolkit!

    The world of education is always changing, and today’s technology may be outdated within a matter of years. Still, the mission of educators remains the same: to equip students with the skills, determination, and growth mindset they need to thrive in an uncertain future. By integrating effective tools into the classroom, we can guide them toward a brighter tomorrow–one where inquiry and critical thinking continue to flourish, both within the classroom and beyond.

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    Jamie MacPherson, Van Andel Institute for Education

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  • Why education leaders must highlight their people

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    Key points:

    When I asked my executive assistant to proof my first superintendent’s report for the public board packet, she came back and said that she was surprised that I gave so much credit to others for the work being completed by the district. A simple leadership lesson I learned from David Fridlington, my favorite battalion commander in the military, was to use your position to take care of your people and support them. He told everyone that when he presided over a promotion ceremony, he said: “Use this rank to take care of your soldiers.”

    One basic concept is that when things go well, give credit to those who did the work, even if you provided the direction. Your board or other supervisors should understand that success requires leadership. The opposite is true as well. When things do not go well, the leader needs to step in and accept the blame. Even if a subordinate was negligent and their performance needs to be addressed, there is never justification for doing it in a public forum.

    The traditional leadership trap

    For decades, educational leadership has often mirrored the corporate world’s focus on individual achievement and personal branding. Superintendents, principals, and department heads have felt pressure to position themselves as the architects of every success, the faces of every initiative, and the voices behind every innovation. This approach, while understandable given the accountability pressures facing education leaders, creates a dangerous dynamic that undermines both team morale and long-term organizational success.

    When leaders consistently claim credit for achievements, they inadvertently signal to their teams that individual contributions are less valuable than executive oversight. Faculty members, administrators, and support staff begin to feel invisible, their efforts overshadowed by leadership’s need for recognition. This dynamic is particularly damaging in educational environments, where collaboration and shared ownership of student success are essential.

    Smart educational leaders understand that their primary role is not as the star of the show, but to direct in such a way that every cast member shines. When a high school’s test scores improve dramatically, the effective principal doesn’t schedule interviews to discuss their leadership philosophy. Instead, they organize a celebration highlighting the innovative teaching strategies developed by their faculty, the dedication of support staff, and the hard work of the students.

    This approach accomplishes several critical objectives simultaneously. First, it builds tremendous goodwill and loyalty among team members who feel genuinely appreciated and recognized. Teachers who see their principal celebrating their classroom innovations in district newsletters or community presentations develop a deeper commitment to the school’s mission. They feel valued as both implementers of directives and as creative professionals whose expertise helps drive student success.

    Building trust through recognition

    Education leaders who consistently spotlight their teams create an atmosphere of trust that permeates the entire organization. When a superintendent highlights individual schools’ achievements without inserting themselves into the narrative, principals and teachers recognize that their leader is secure enough in their own position to share credit freely. This security translates into psychological safety throughout the organization, encouraging innovation and risk-taking that leads to better educational outcomes.

    Consider the university department chair who, when presenting research achievements to the dean, leads with faculty accomplishments rather than departmental management strategies. Graduate students and professors in that department understand that their work will be recognized and celebrated, not appropriated by administrative oversight. This recognition culture attracts top talent and retains valuable team members who might otherwise seek environments where their contributions receive proper acknowledgment.

    The ripple effect of recognition

    When leaders consistently elevate their teams, they create a cascade of positive behaviors throughout the organization. Teachers who feel appreciated by their principals are more likely to recognize and celebrate their students’ achievements. Support staff who see their contributions highlighted become more invested in finding innovative solutions to operational challenges. The entire educational community benefits when recognition flows freely rather than accumulating at the top of the organizational chart.

    This dynamic is particularly powerful in educational settings because it models the same growth mindset we want to instill in students. When young people see adults in their schools celebrating each other’s successes and sharing credit generously, they learn valuable lessons about collaboration, humility, and community building that extend far beyond academic subjects.

    Strategic communication for team-focused leaders

    Educational leaders might worry that stepping back from the spotlight will make them appear weak or uninvolved. The reality is quite the opposite. Stakeholders, from school board members to parents to community partners, are sophisticated enough to recognize that strong leaders create environments where others can excel. A principal who consistently highlights teacher innovations demonstrates their ability to recruit, develop, and retain talent. A superintendent who celebrates individual school achievements shows their skill at creating systems that enable success across diverse environments.

    The key is strategic communication that makes the leader’s supporting role visible without overshadowing team members. When presenting achievements, effective leaders briefly acknowledge their role in creating conditions for success before diving deep into team member accomplishments. They might say, “We’ve worked hard to create an environment where innovation can flourish, and I’m excited to share what our incredible faculty has accomplished.”

    Practical implementation strategies

    Educational leaders can begin implementing this philosophy immediately through simple but powerful changes in communication habits. Instead of using “I” language when discussing successes, they can shift to “we” and “they” language that emphasizes team contributions. Rather than accepting speaking engagements about leadership strategies, they can recommend team members as presenters on innovative practices.

    Internal communications offer rich opportunities for team recognition. Weekly newsletters, staff meetings, and board presentations become venues for celebrating individual and group achievements. Social media platforms allow leaders to amplify team member successes to broader audiences, creating positive publicity for both individuals and the organization. Two of the deans I currently work with are excellent examples of such active supporters of their faculty. Informal leaders can participate as well by highlighting their colleagues’ accomplishments via posting congratulatory notes on LinkedIn or other social media sites.

    The long-term leadership legacy

    Education leaders who consistently spotlight their teams create lasting legacies that extend far beyond their tenure. They build cultures of recognition and collaboration that persist even when leadership changes. More importantly, they develop future leaders among their team members who understand that true leadership means elevating others.

    In an era when educational institutions face unprecedented challenges, from funding constraints to political pressures to rapidly changing technology, leaders who can inspire and retain talented teams have a significant competitive advantage. These leaders understand that their success is measured not by their personal recognition, but by their ability to create environments where others can achieve their highest potential.

    The most effective leaders recognize that the spotlight is not a zero-sum game. When they illuminate their teams’ achievements, they don’t diminish their own leadership; they demonstrate it in its most powerful form. In education, where the ultimate goal is developing human potential, leaders who model this philosophy create ripple effects that benefit students, staff, and communities for years to come.

    Steven M. Baule, Ed.D., Ph.D.
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    Steven M. Baule, Ed.D., Ph.D.

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  • Outside groups pour dark money into Denver Public Schools board races, again

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    Dark money — some of it from out-of-state multimillionaires and billionaires — is once again flowing into elections for the Denver Public Schools Board of Education.

    With four of seven seats up for grabs, the spending is leading some to question how democratic and transparent the race to guide the education of 90,000 students really is. Others contend large sums of money help inform voters in races that traditionally have low turnout.

    Dark money groups — organizations whose donors aren’t fully disclosed — cannot coordinate with candidates, but they can buy TV ads and glossy brochures. So far this year, one independent expenditure committee has spent big on a slate of candidates, while a second committee backing a competing slate has yet to give. 

    Back in 2023, donors backing charter school interests outspent teachers’ unions 5-to-1, with $2.2 million spent on the race.

    In that last election, the group Denver Families Action, the political arm of the nonprofit Denver Families for Public Schools, pushed all three of its candidates to victory, unseating three of the seven union-backed candidates on the board. Dark money made up more than 70 percent of the funding in the 2023 race, according to longtime education analyst Van Schoales.

    “Since 2011, there has been no [Denver] school board member that has been elected without the support of either of the major groups,” he said. The amount that candidates are raising from their traditional supporters is shrinking, giving more power to outside, opaque groups that dominate in spending.

    Schoales and others would like to jumpstart conversations about how to make Denver’s races more transparent and democratic.

    Who are the dark money players in this year’s race?

    A decade ago, sharp lines were drawn between groups of candidates. On one side were those who supported charter schools — publicly funded, privately run schools — as well as other “reform” strategies. On the other side were teachers union allies who often backed neighborhood public schools. 

    Today, those lines are more blurred, with candidates more likely to hold a mix of positions. But that hasn’t stopped dark money from flowing into the race.

    On the one side are Better Leaders, Stronger Schools, an independent expenditure committee that’s raised $718,000 as of mid-October. Its top donor is Denver Families Action, the political arm of Denver Families for Public Education, which has contributed $600,000 so far. It’s reported spending more $637,000 on campaign ads for its endorsed four candidates, Mariana del Hierro, Caron Blanke, Timiya Jackson and Alex Magaña.

    Denver Families Action says it’s broadened beyond its charter school roots and focuses on issues central to all models of public schools. But its primary funding source is The City Fund, founded by out-of-state billionaires Reed Hastings and John Arnold. The City Fund has donated millions to urban school board races in support of “charter and charter-like schools.” 

    Wealthy individual donors also are contributing to Better Leaders, Stronger Schools:  Republican billionaire Phil Anschutz has given $40,000. Another multimillionaire businessman, Bruce Benson, former president of the University of Colorado and former chair of the Colorado Republican Party, also has donated.

    Multimillionaire Kent Thiry, former CEO of health care company DaVita, donated $350,000 in the 2023 school board race but hasn’t donated so far this year.

    The teachers union is on the other side

    On the other side, the Denver Classroom Teachers Association and its committee Students Deserve Better, funded mostly by the Colorado Education Association, are backing Amy Klein Molk, Xochitl Gaytan, DJ Torres and Monica Hunter.

    It’s collected $280,000 in donations as of mid-October, but so far hasn’t spent on the DPS race this year. Instead, it’s focused on several other Colorado school districts. DCTA’s small-donor committee, which must report who gives it money, has collected $200,000 and has contributed $24,000 to DPS candidates so far. Another small donor committee, the Public Education Committee, has contributed about $21,000. DCTA president Rob Gould contrasted the sources of money.

    “When it comes to billionaire money versus teacher money, they’re two very different things … The money that comes to the fund, those are voluntary contributions from individual teachers … the same teachers that have to go spend their own money on their classroom,” Gould said.

    Teachers’ union says reform era did damage

    Gould said the DCTA chose candidates who understand the challenges in the classrooms and will advocate for lower class sizes and greater teacher input in decision-making.

    He said DCTA doesn’t want a return to the turbulent education reform era of 10 to 20 years ago that brought instability: less teacher voice in curriculum, a performance pay system that caused teachers to leave high-needs schools, and schools filled with novice teachers that would be closed because of poor performance.

    “We just don’t want to go back to some of the reform policies of years past,” Gould said. “Those reforms eroded teacher voice, caused burnout, and led to a 20 percent turnover rate year after year.”

    Gould believes Denver’s choice model has deepened inequities because some have ways to transport their children to higher-performing schools that sometimes have less crowded classrooms. Some charter networks have access to millions in outside funding.

    “If we are going to have this true choice system, everybody should be able to access it…We have kindergarten classrooms with 35 kids in them. We’ve been talking about that for the last four years… Students can’t wait. We need to have fixes to these issues today.”

    Charter supporters say it’s about good schools

    Clarence Burton Jr., CEO of Denver Families for Public Schools and its political arm, acknowledged the organization has received millions of dollars from out-of-state interests that back charter schools and other education reforms. But he sees Denver Families for Public Education as bringing forward a “deeply community rooted voice.”

    Over two years, the organization canvassed 100,000 Denverites about what they wanted for the future of public education. It used a 37-member community panel to vet candidates.

    “Our North Star,” Burton said, “is making sure that every kid in the city of Denver has access to a great public school.”

    The organization’s priorities include improving academic outcomes, fully funding classrooms and teachers, providing more mental health support, and repairing the “deep mistrust” between the school board and community.

    Burton commends DPS’s recent progress but said the district needs a stronger vision for moving forward.  “DPS going green for the second time in its history is a good thing,” he said, referring to the state’s performance rating system.

    “But is it fast enough to ensure that all students, regardless of their backgrounds, are going to get what they deserve on the timeline they deserve it?

    Burton rejected the idea that his group represents only charter interests. He said the organization works with all school models and wants to replicate what works best at each.

    “Families don’t care what the governance model of their schools are,” he said. “What they care is that they have access to great public schools … As much as possible, we’ve tried to be an organization that has built a big tent.”

    Burton defended Denver Families Action’s significant campaign spending — $600,000 so far. He said it’s meant to increase voter engagement in a race that often has low turnout because many voters don’t have school-aged children.

    How does money influence the board?

    Some former board members say they didn’t feel pressure to vote a certain way after getting outside backing. 

    Still, incumbents Scott Esserman and Michelle Quattlebaum, whom DCTA supported in 2021, lost that backing this year after a few votes the union disagreed with. Esserman now touts his independence, quoting a Denver Post editorial on his campaign web page: the “ideal candidate will be independent enough to buck the union when it is wrong, and strong enough to stand up to failing charter schools and demand accountability.”

    Gould said the union’s expectations were to make sure teachers have the ability to keep the rights they’ve worked hard for in their contract that “gave a teacher voice within their school.”

    Schoales said multimillionaire funders, too, have expectations. It could be how candidates approach authorizing charter schools or what expectations are for performance or whether to keep schools open or closed, he said.

    “Why would they fund somebody unless there was an expectation that they were aligned in terms of both philosophically as well as particular policy positions?”

    The downsides of dark money

    Independent expenditure committees can escape accountability. Donors can give through layers of organizations so voters often don’t know exactly who’s funding them. When they send out a misleading or negative mailer, candidates can claim they had nothing to do with it. Schoales points to a recent attack ad claiming that at-large candidate Amy Klein Molk, who once founded an ed-tech company, wanted to replace teachers with AI robots.

    “It’s sort of comical because she’s the one who’s supported by DCTA and the teachers’ unions and they would never support a candidate that wanted to replace teachers with AI robots,” Schoales said.

    He calls it “bizarre” that a handful of wealthy, often Republican-connected donors wield such power in a heavily Democratic city. He criticized both sides for a lack of transparency.

    He’d like both sides to publicly share lists of who sits on their boards or who is giving them money.

    Solutions for the future?

    Schoales, a longtime charter school proponent and frequent union critic, recently teamed up with former union-backed DPS board member Scott Baldermann to argue for structural reforms.

    In a Denver Post editorial, they proposed creating public matching funds for school board candidates – similar to the nine-to-one small-donor match that is available for Denver City Council candidates.

    They also called for expanding the Denver Public Schools board from five to 11 members to mirror the city of Denver’s district structure.

    “It’s easier to connect with your constituency if you have a smaller area of folks to represent,” Schoales said. They argue that with small districts, candidates might be able to run a campaign through community outreach rather than relying on big-money committees.

    Denver Families’ Burton said his organization hasn’t examined these ideas yet.

    The union’s Gould said he supports exploring the ideas but is skeptical they’ll fix the problem.

    “My fear is that these billionaires can just pour $4 million into a school board race. Is it going to help the problem or exacerbate the problem?” he asked.

    Ballots are due Tuesday, Nov. 4, by 7 p.m. (Our voter guide is available here.)

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  • Elk Grove high school teacher arrested for sexual offenses with a student a decade ago

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    An Elk Grove high school teacher was arrested on Wednesday, accused of having an illegal sexual relationship with a minor student that began a decade ago. The Elk Grove Police Department said David Collins, 38, was arrested after former students reported sexual offense allegations to the Elk Grove Unified School District. Collins is a teacher at Laguna Creek High School. A staff list on the school’s website shows he teaches science.The police department said once the allegations were made, Collins was placed on administrative leave. Elk Grove police said detectives found that sometime between 2015 and 2018, Collins was engaged in a sexual relationship with the minor victim, who was a student at the time. Officials said investigators served a search warrant at Collins’ Sacramento home on Wednesday morning, and Collins was taken into custody. He was booked into the Sacramento County Main Jail for oral copulation with a person under 18 years old and penetration by a foreign object with a victim under 18 years old. Collins is being held without bail. He is set to appear in court on Friday.In a letter shared with parents, the school district said Collins had not been on campus this school year. The district declined to share any additional comment with KCRA 3 due to the active investigation. Anyone with information about the investigation is urged to contact the Elk Grove Police Department at 916-478-8112.See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    An Elk Grove high school teacher was arrested on Wednesday, accused of having an illegal sexual relationship with a minor student that began a decade ago.

    The Elk Grove Police Department said David Collins, 38, was arrested after former students reported sexual offense allegations to the Elk Grove Unified School District. Collins is a teacher at Laguna Creek High School. A staff list on the school’s website shows he teaches science.

    The police department said once the allegations were made, Collins was placed on administrative leave.

    Elk Grove police said detectives found that sometime between 2015 and 2018, Collins was engaged in a sexual relationship with the minor victim, who was a student at the time.

    Officials said investigators served a search warrant at Collins’ Sacramento home on Wednesday morning, and Collins was taken into custody. He was booked into the Sacramento County Main Jail for oral copulation with a person under 18 years old and penetration by a foreign object with a victim under 18 years old.

    Collins is being held without bail. He is set to appear in court on Friday.

    In a letter shared with parents, the school district said Collins had not been on campus this school year.

    The district declined to share any additional comment with KCRA 3 due to the active investigation.

    Anyone with information about the investigation is urged to contact the Elk Grove Police Department at 916-478-8112.

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

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  • Battle Ground School Teacher Still On Leave After Fasly Accused of Calling Charlie Kirk Nazi – KXL

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    BATTLE GROUND, Wash. — Social Studies teacher Amanda Gonzales remains on administrative leave after a student said they heard her call late conservative activist Charlie Kirk a Nazi.  That student has since admitted they made that up.

    During Monday’s Battle Ground School Board meeting a number of teachers and parents showed up in support of Gonzales.

    Superintendent Shelley Whitten spoke at the meeting bascially saying this was a personnel process and there was nothing they coudl discuss publicly.

    More about:

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    Brett Reckamp

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