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  • An Isolated Boarding School Promised To Help Troubled Girls. Former Students Say They Were Abused.

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    From ‘Troubled Teens’ To Traumatized Adults

    Hokyoung Kim for HuffPost

    Molly Dickin had only been at an all-girls boarding school in Arizona for a few months when she and two other girls climbed over a barbed-wire fence and ran off into the desert.

    It was around 8 p.m. in late April 2015, and Dickin was making her escape from Spring Ridge Academy, a now-closed, for-profit boarding school just over an hour north of Phoenix that housed up to 76 teen girls at a time to treat behavioral problems.

    Dickin, now 28, told HuffPost she could no longer stomach the abuse she said she endured while there. Dickin said she was forced to participate in psychological games that included having to roleplay her own sexual assault in front of her peers, and faced punishments that included not being able to speak to anyone for weeks at a time.

    “We were just very, very desperate to get away from SRA,” said Dickin, who had turned 18 two months before her escape.

    Molly Dickin, of Burlington, Vermont, poses last month at a family home on Lake Champlain in neighboring Colchester. When she was 17, Dickin began an 11-month stay at Spring Ridge Academy, a now-closed center in Arizona that some former students say was abusive.
    Molly Dickin, of Burlington, Vermont, poses last month at a family home on Lake Champlain in neighboring Colchester. When she was 17, Dickin began an 11-month stay at Spring Ridge Academy, a now-closed center in Arizona that some former students say was abusive.

    Dickin made it over the barbed wire, but the dark made it hard to see the blood that now covered her arms and face. With backpacks filled with only a change of clothes and some snacks, the three girls sprinted into the cold desert.

    After a night of walking in the desert and eventually on dirt roads, the sun started to rise. The girls had settled to rest on the deck of an empty cabin when police finally found them.

    “The young lady had an apparent, recent scratch across her cheek and nose,” a report from the Yavapai County Sheriff’s Office said.

    “We tried to explain to them the reasons that we had run away, like what we were running from,” Dickin said. “But they just returned us without looking into anything.” The sheriff’s office declined to comment for this story.

    Nine years later, in 2024, the school’s controversial practices exploded into public view when the mother of a former student won a federal lawsuit after alleging that Spring Ridge was an abusive, cult-inspired program that used fraud and manipulation to “imprison students for an arbitrary and uncertain time period for money.” She also claimed that the program was able to “sever” the relationship between her and her daughter.

    Spring Ridge, and other boarding schools and boot camps like it, which together are known as the “troubled-teen industry,” had started to come under scrutiny from media outlets and lawmakers. Last year, a jury awarded the mother more than $2.5 million in damages, an unprecedented amount that experts hoped would be a turning point toward reining in a multibillion-dollar industry they say preys on vulnerable teens and their families.

    But the ruling was reversed earlier this year over allegations that a juror may have done their own research about the industry prior to the verdict being read, potentially biasing the outcome. A judge declared a mistrial and scheduled a new trial for January 2026.

    Though Spring Ridge closed in 2023, former students say too many facilities like it are still in operation. HuffPost spoke with six former students who attended the school as teens and reviewed hundreds of pages of court records, police reports and on-site government inspection reports. Together, they paint the picture of a facility that traumatized many of its students. Meanwhile, Spring Ridge’s founder insists there was no abuse and referred HuffPost to two former students who spoke highly of her and the program.

    Many alums can no longer speak for themselves; during the trial, the attorney for the plaintiff listed nearly 30 former students who have died since Spring Ridge’s inception in 1997. Many died by overdose or suicide, the attorney said.

    The school’s founder, Jeannie Courtney, told HuffPost in a statement that those numbers are “deeply misleading.”

    “Unfortunately, despite our best attempts to help these individuals lead healthy, productive lives, some did later succumb to the same issues that had led them to Spring Ridge to begin with,” Courtney said.

    Shannon Saul, 27, pictured last month in Los Angeles, attended Spring Ridge Academy from 2013 through 2015 and is now an advocate, sounding the alarm about the dangers of the troubled-teen industry.

    Alisha Jucevic for HuffPost

    Shannon Saul, 27, pictured last month in Los Angeles, attended Spring Ridge Academy from 2013 through 2015 and is now an advocate, sounding the alarm about the dangers of the troubled-teen industry.

    Former student Shannon Saul, now 27, told HuffPost she knew four of those who died and still struggles with survivor’s guilt.

    “I would say that a [minority] of us are out there living our lives thriving,” Saul said. “A lot of people are still struggling with addiction, or the trauma is too intense and they can’t handle relationships.”

    From Lifespring ‘Cult’ To Spring Ridge Academy

    Stories of abuse from troubled-teen facilities have trickled out for decades, but few programs have been held accountable. HuffPost previously reported on a Utah facility in 2016 that responded to allegations of abuse from former students by changing its name while keeping the majority of its staff. A 2024 story from NBC News outlined the facility’s continued allegations of abuse. A lawyer for the facility denied the allegations.

    Around 120,000 to 200,000 children are estimated to be living in troubled-teen schools and camps at any given time, with little to no government oversight.

    “The number of youth who have been physically, emotionally, or sexually abused or neglected while living in a residential facility is unknown,” noted a 2024 report by the federal Government Accountability Office that examined the safety of the programs after multiple teens died while in their care.

    A law signed by then-President Joe Biden that same year mandates a federal study with a report issued every two years for the next decade on child abuse in programs similar to Spring Ridge — a victory for advocates and survivors who have worked to shed light on the industry’s practices.

    Celebrity Paris Hilton testified in front of Congress in 2024 about the trauma she said she endured at Utah’s Provo Canyon School when she was 17.

    “These programs promised growth, healing and support, but instead did not let me speak freely or even look out a window for two years,” Hilton testified.

    Those who attended Spring Ridge struggled with “substance abuse, addiction, physical abuse from the people they trusted most, and more,” Courtney said in her statement.

    Meg Appelgate, the CEO of Unsilenced, an organization advocating for survivors, told HuffPost that programs like Spring Ridge only serve to amplify trauma many kids have already experienced.

    “If you look really, really deep, almost every survivor I know had trauma before getting sent away,” said Appelgate, who herself was put in a troubled-teen program as a child. “And what happens is it compounds the trauma once you’re in there, and so now you have trauma on top of trauma on top of trauma.”

    The now-abandoned Spring Ridge Academy is located in the remote, high desert town of Mayer, which has a population of less than 900 people. Saul, who attended the school from 2013 to 2015, said staff members who lived in the town had a name for the girls: the “hoes on the hill.”

    Jeannie Courtney, 79, founded the program in 1996 and led it until her retirement in 2016, when she handed the reins off to her son, Brandon Courtney, and his wife, Suzanne. Despite retiring, Jeannie Courtney continued to play a role in the day-to-day operations of Spring Ridge, along with conducting workshops and seminars, former students allege. In a statement, Jeannie Courtney said she “continued to support the school in facilitating some workshops” but was not involved in the daily operations of the school. Brandon and Suzanne Courtney declined to comment for this story.

    In the 2021 lawsuit against Spring Ridge that names Jeannie, Brandon and Suzanne Courtney as defendants, mother Kimberly Sweidy alleged she was duped by the program, which promised evidence-based therapy for her child but instead led to her daughter being “manipulated, coerced and abused by Spring Ridge.” Parents would pay up to $9,000 a month for their kids to receive therapy likened to cult practices, according to her lawsuit. Claims against Jeannie, Brandon and Suzanne Courtney were ultimately dismissed before the trial. Spring Ridge Academy, however, remained a defendant. At the trial, Jeannie Courtney testified that she is not a licensed therapist and has no background in psychology.

    The facility’s so-called therapeutic practices “employed public shaming, food deprivation, bathroom privilege deprivation, isolation, administration of drugs and encouragement of physical violence and screaming,” the lawsuit said.

    The practices of the school mirrored those promoted by David Gilcrease, Jeannie Courtney’s ex-husband and a former facilitator for Lifespring, a “personal growth” training program that has often been likened to a cult. Courtney was also employed by Lifespring and married Gilcrease six years after she left the program in 1986.

    Critics of Lifespring include Ginni Thomas, the wife of U.S. Supreme Court Justice Clarence Thomas, who became an anti-cult activist after getting involved with Lifespring in the 1980s.

    “When you come away from a cult, you’ve got to find a balance in your life as far as getting involved with fighting the cult or exposing it,” Thomas told attendees at a Cult Awareness Network panel in Missouri in 1986. (In recent years, she has aligned herself with far-right conspiracy theories linked to QAnon, which has also been likened to a cult.)

    After leaving Lifespring, Gilcrease started the company Resource Realizations, which did seminars for troubled-teen programs that involved “psychological responses to intense emotional distress,” an advocacy group for survivors of the industry said. The practices are strikingly similar to what many of the former Spring Ridge students said they experienced.

    “The methods used by Resource Realizations and SRA are identical, as evidenced by years of reporting from parents and students who attended Resource Realizations workshops, reports from former SRA students, experiences of Ms. Sweidy and her daughter and SRA literature,” the 2021 lawsuit said.

    The lawsuit, alongside former students, described a game in which students were instructed to beat a chair with a towel that had been rolled up in duct tape. The students were told that the towel represented their anger at their parents and that the chair represented their parents, according to the lawsuit.

    Courtney directed HuffPost to two former students who both described the chair-hitting exercise as a great way to “release anger.” Other students felt differently.

    Dickin, who said she had to beat a chair with a towel in 2015, said she and other students were expected to act overly emotional if they wanted to progress through the school’s ranks.

    Dickin told HuffPost that after running away from Spring Ridge, she was subjected to a "school-wide attack therapy session."
    Dickin told HuffPost that after running away from Spring Ridge, she was subjected to a “school-wide attack therapy session.”

    “We were instructed to scream things at our parents,” Dickin said of the activity. “Like things that we resented them for, things they’d done to us. We were instructed to get as aggressive and as emotional as possible. And I did not break, I guess. During that, I wasn’t crying. I was in shock and felt so uncomfortable.”

    Dickin said she got in trouble for not crying. The lawsuit echoed a similar complaint.

    “Those children who don’t participate in emotional hysterics are singled out as the group pariah,” the lawsuit said.

    As punishment for her escape attempt, Dickin said, she and the two other girls were subjected to a “school-wide attack therapy session,” in which Dickin said other students yelled at them for running away. Their punishment then included no longer being allowed to speak to other students, she added.

    The 2021 lawsuit also alleges the use of attack therapy several times, calling it a “humiliating” process for the kids. Courtney said in a statement that attack therapy “was never part of our program.”

    Dickin described another group roleplay activity led by Jeannie Courtney in which Dickin had to take “accountability for my own rape,” she told HuffPost. That involved getting down on her knees while another girl took the role of assaulter, reenacting the traumatic moment in front of a room full of students, she said.

    Hokyoung Kim for HuffPost

    “I would have to hear the things that [my abuser] said to me — that I had shared during therapy — and the degrading things he said when he assaulted me,” she said. “I had to say, ‘I take accountability. I never should have let him physically overpower me and gotten myself into that situation. I never should have been wearing a dress that made it so easy for him to have access to me. I never should have allowed him to choke me.’”

    “I would never have talked about girls’ orgasms or anything of that nature. And I don’t scream and yell, either.”

    -Jeannie Courtney on allegations she told girls that their unhealthy relationship habits will lead to an inability to experience an orgasm.

    Jeannie Courtney denied all allegations of abuse — including that she had Dickin reenact her assault — in a call with HuffPost that she ended after 15 minutes. She later responded in a statement to a list of emailed questions.

    “We took rapes incredibly seriously,” Courtney said on the call. “In fact, a very high percentage of the young women coming to Spring Ridge Academy were raped. We would never ask someone, ‘How are you accountable for your rape?’ In fact, I have made the statement that I don’t care if you are sitting naked on somebody’s lap, you do not deserve ever to be raped.”

    If girls were being abused, Courtney argued, why weren’t there reports?

    “If we were in any way harming girls, it would have been reported, and we would have had reports of it,” Courtney said. “I find it kind of interesting that all of a sudden it comes out years later, when we didn’t get reports of this, or parents calling me about this years and years ago.”

    HuffPost reviewed documents that show dozens of instances of students running away or attempting suicide over the years. The Mayer Fire Department, which handled dozens of self-harm calls in the years Spring Ridge was operational, declined to share additional information.

    Still, more than 120 Yavapai County Sheriff’s Office incident reports from 1997 to 2022, obtained by HuffPost, give a glimpse into the desperation many of the girls said they felt and the limits of the program in providing the safe, stable environment it advertised to parents. It’s unclear exactly how many times the sheriff’s office was called to the school; a spokesperson acknowledged the batch of records released to HuffPost was not comprehensive.

    One 2012 report describes how a student tried to kill herself.

    In 2019, a deputy was dispatched to Spring Ridge “in reference to a 14-year-old female who attempted suicide,” according to a report.

    Another student attempted to kill herself in 2021, a report said.

    And as the 2024 GAO report points out: “Youth placed in residential facilities may not make reports for fear of prolonging their stay in the facility, being punished, becoming a target for additional abuse, or having privileges taken away.”

    While Spring Ridge housed up to 76 students at a time, the total number of students who entered its doors over the years is unclear.

    In her statement, Courtney called HuffPost’s reporting on the sheriff’s office reports “deeply misleading” and a “minor fraction” of the full Spring Ridge student body over two decades.

    “The school rightly reported incidents of students leaving campus without permission or attempting self-harm to relevant authorities because their safety was always our top priority,” the statement said.

    Despite the allegations from former students, Jeannie Courtney denies the facility ever mistreated girls in its care. She believes her accusers are making it up.

    “This is what I think has happened: I think it took a few people to start the criticism of what I see throughout the internet, and that’s why I’m not on social media,” Courtney told HuffPost in a phone call. “I think that it became the thing to do: People say, ‘Oh yeah, that’s the ticket.’ And they become angry, and they lash out and literally — literally — make things up. And this is not unusual, by the way, if you study group dynamics: They begin to mirror what they hear, and they believe it happened to them.”

    ‘I Think I’m Being Kidnapped’

    For many kids sent to a troubled-teen facility, the story starts the same: Late at night, a child is woken up by strangers tasked with taking them to a for-profit institution, often out of state.

    The strangers, usually two men, receive permission from a child’s parents to forcibly take them. They call themselves “transporters,” but survivors of the troubled-teen industry call them by a different name: goons.

    Michaela Harrington, 27, said she was 13 years old when she was hospitalized for self-harming. When she came home, she said, she was woken up in the middle of the night.

    “There’s two big men standing in my doorway,” Harrington said. “I’m screaming because I think I’m being kidnapped, and my parents are waiting behind them.”

    The two men took her on a plane to Georgia, where she was sent to Blue Ridge Wilderness Therapy before eventually getting transferred to Spring Ridge in 2014.

    Harrington would soon find herself in a worse situation while at Spring Ridge, she said.

    In spite of Spring Ridge’s hefty tuition, the 2021 lawsuit alleged Sweidy’s daughter “trained” herself not to eat after seeing cockroaches in the salad bar and ultimately developed an eating disorder. Courtney said in her statement that it is “false and unimaginable that there would ever be cockroaches in our food areas or that students would be ill as a result of our kitchen services.”

    Records with the Arizona Department of Health Services show the facility was cited in 2019 after a student grabbed a knife from the kitchen and used it to self-harm.

    “During an interview, [a staff member] acknowledged the resident did not receive continuous protective oversight,” the report said.

    In 2021, Spring Ridge was cited after a student was able to gain access to an unlocked medicine cabinet and reportedly swallowed several ibuprofen tablets. The facility was cited for failure to “ensure residents did not use or have access” to materials that “present a threat to the resident’s health or safety.”

    Spring Ridge was also cited $500 that same year over staff members not providing proper documentation “before the personnel member provides behavioral health services.”

    “Three personnel members’ skills and knowledge were not verified and documented,” the report said. “This is a repeat deficiency.”

    A 2013 sheriff’s office report details Suzanne Courtney’s suspicions that a faculty member was taking items from students and giving them cigarettes. (The report said the school decided to handle the situation internally. In her call with HuffPost, Jeannie Courtney said that over the years she personally fired two people for breaking the facility’s rules but did not elaborate on the nature of the firings.)

    “Spring Ridge Academy held staff to high standards, and we took action if staff did not meet them,” Jeannie Courtney said in a statement. “Of course, if staff broke our rules, we terminated them — just as anyone would expect for an institution charged with caring for students.”

    To finish the program at Spring Ridge, students were expected to complete four phases, a difficult process at a facility that demanded absolute compliance, former students said.

    During Phase 1, where every new student started, girls were not allowed to speak to anyone other than students who shared the same therapist. At Phase 2, girls could have one 15-minute phone call with their parents each week and occasionally go off campus to visit them. At Phases 3 and 4, students could have internet access, watch movies and play games like basketball and tennis without staff supervision, according to a 2010 student manual obtained by HuffPost.

    Moving up in phases could take weeks or even months, and required grueling emotional games that involved students verbally tearing each other down if they wanted to rise in the ranks, former students said.

    The process could feel arbitrary. Caro Maltz, a 27-year-old who uses they/them pronouns, attended Spring Ridge from 2014 to 2015 and said Jeannie Courtney gave them homework asking what two gifts they would give their “inner child.” Maltz chose a stuffed animal and a seashell. At a group session with students and Courtney the next day, Maltz presented their gifts and explained what they meant to them.

    The other students, under the gaze of Courtney, “determined that I was inauthentic,” Maltz said.

    “And so I was sent out of the training — and this is a training that you needed to do to phase up,” they said. “So I had to then wait a couple months to do the training again.”

    Jeannie Courtney said in her statement that students were required to repeat therapy exercises if they engaged in “destructive, defiant behavior.”

    Former students who spoke to HuffPost described an isolated, regimented environment with draconian rules enforced by uncaring staff. Maltz recalled an incident in 2014 when a girl shattered a light bulb on a bathroom mirror and cut herself with the shattered glass. Staff told Maltz to pick up the pieces of blood-stained glass scattered over the floor, they said.

    Hokyoung Kim for HuffPost

    “That’s when I knew in my brain that this wasn’t OK,” Maltz said. “But there was nothing else I could do. I couldn’t refuse.”

    In her statement, Jeannie Courtney said the incident described by Maltz “could not have happened because of precautions we took at Spring Ridge,” including covering light bulbs.

    Police were called to the school in 2015 over a separate incident in which a girl smashed a light fixture with her hand, according to a sheriff’s office report. The girl, who needed a bandage for her bloody right hand, told an officer she became angry after “being picked on by other students.”

    “[Redacted] stated that she took out her anger by hitting the glass lights instead of making physical contact with the other students,” the report said.

    Sarah Olsen, 26, who was sent to the school in 2014 when she was 14 because of poor grades at school, said she reported other students for breaking rules in an effort to rank up. Anything to survive, she said.

    “I played the role,” Olsen said. “It was like being a method actor, and you’re in character 24/7. It really comes down to how deeply you can internalize it, because it’s like brainwashing.”

    Saul said that students who were gender nonconforming or “not feminine enough” would be forced to wear makeup and dresses. Dickin also recalled the “femininity assignment” in which she said she was forced to wear “bright red lipstick and heavy makeup.” Jeannie Courtney declined to comment on the assignment.

    Saul says she knew four former students who later died from suicide or drug overdose after attending Spring Ridge.

    Alisha Jucevic for HuffPost

    Saul says she knew four former students who later died from suicide or drug overdose after attending Spring Ridge.

    “They loved to control every little thing that we did,” Saul said. She added that every kid “had to be an addict of some kind,” but because Saul had no history of drug abuse, she was told she had an emotional addiction.

    “I wanted to be loved, but they convinced me that I was addicted to relationships,” she said. “So it was hard for me to adjust to being in romantic relationships [after Spring Ridge].”

    As hard as it could be to move up in phases, dropping down phases was a common punishment employed by staff.

    Harrington, who said she had made it to Phase 4, was dropped to Phase 1 after staff discovered she and another girl were in a relationship and had kissed. Harrington wrote about the kiss in her journal, which was confiscated and read by staff after another student told on her.

    As punishment, the two girls were forbidden to speak to each other. At a “feedback” session with other students about the incident, Harrington said, she was berated by her classmates.

    When she was caught kissing the girl again, she said, Brandon Courtney made her shovel gravel by herself in the sweltering Arizona heat over the course of two weekends to make a walking path.

    Hokyoung Kim for HuffPost

    Harrington, who was then 15, said her hands started to blister and bleed as she shoveled gravel into a wheelbarrow. Staff would not give her gloves, she said.

    Courtney denied the allegation in her statement, saying, “This is false.”

    Olsen said she saw Harrington struggle in the triple-digit heat.

    “We’re not allowed to have shorts because shorts are too sexual, apparently,” Olsen recalled. “And her hands were bleeding; she wanted to stop.”

    During her own time at the school, Olsen described living under constant surveillance and likened the structure of Spring Ridge to a “totalitarian government.”

    “Staff were shining a flashlight in your face every 15 minutes while you slept,” she said.

    “This is false,” Jeannie Courtney said in her statement. She added that while Spring Ridge staff checked students’ rooms at night, it was “to ensure student safety and health and wellness, not to disrupt their sleep.”

    Olsen said she often went to bed hungry, eating watermelon-flavored toothpaste to reduce her hunger pangs. “It was the best-tasting toothpaste that I could get,” she recalled.

    Even the parent manual, obtained by HuffPost, seemed to acknowledge the “horrendous circumstances” that a girl at the facility would “undoubtedly describe.”

    “Do not negotiate, placate, or promise,” the manual told parents. “Do not acknowledge concern about any of the horrendous circumstances and events she will undoubtedly describe.”

    ‘Jail Was Fun’ Compared To Spring Ridge Academy

    One of the earliest documented runaways took place Nov. 7, 1997, just months after the school opened. A 14-year-old girl ran away and was missing for six days before police found her at an apartment complex with an unknown person, according to a sheriff’s office report. She was handed back to school staff.

    Reports of runaways continued to roll in for years, with nearly 40 police reports detailing students escaping from the time the facility opened until it closed in 2023.

    Raelynn Bumgardner, now 27, was one of those runaways.

    Raelynn Bumgardner, seen last month in the courtyard of her home in Stockholm, says the conditions at Spring Ridge were enough to force her to run away, with the hopes that someone at a neaby motel would take her to Texas.

    Meli Petersson Ellafi for HuffPost

    Raelynn Bumgardner, seen last month in the courtyard of her home in Stockholm, says the conditions at Spring Ridge were enough to force her to run away, with the hopes that someone at a neaby motel would take her to Texas.

    After arriving at Spring Ridge in 2014, Bumgardner said, she was forced to strip naked in front of staff. She said she was given a pregnancy test, and her body was inspected to document her self-harm scars.

    In her statement, Jeannie Courtney said students “always wore undergarments and a hospital gown” during the inspection.

    While at the facility, Bumgardner claimed she was overmedicated. As a result, she felt “more docile,” started to hallucinate and had panic attacks, she said. At last year’s trial, Dickin testified that Spring Ridge put her on medication for bipolar disorder even though she had “never shown any signs of bipolar disorder.”

    “My medication was frequently increased, once three times in one week, despite adverse side effects,” Dickin testified.

    Raelynn Bumgardner said she was overmedicated while at Spring Ridge, causing her to become “more docile” while also causing her to hallucinate and have panic attacks.

    Meli Petersson Ellafi for HuffPost

    Raelynn Bumgardner said she was overmedicated while at Spring Ridge, causing her to become “more docile” while also causing her to hallucinate and have panic attacks.

    The facility was also cited in 2019 for “failure to ensure that policies and procedures for medication administration are reviewed and approved by a medical practitioner.”

    Roughly a year into Bumgardner’s stay, she was dropped from Phase 3 to Phase 1 as punishment for sneaking in photos of her friends after a home visit.

    The drop meant her stay would be prolonged by months, at a minimum. Bumgardner decided to take her chances at running away. She planned to convince someone — anyone — at the local motel to take her to Texas.

    After walking for miles on the night she escaped, Bumgardner was picked up by sheriff’s deputies. She was sent to a juvenile detention center after threatening to run away again if she was returned to the school, a sheriff’s office report confirmed.

    Bumgardner didn’t mind.

    Raelynn Bumgardner says "jail was fun" compared to Spring Ridge Academy after she ran away from the facility.

    Meli Petersson Ellafi for HuffPost

    Raelynn Bumgardner says “jail was fun” compared to Spring Ridge Academy after she ran away from the facility.

    “Jail was fun compared to what I had been doing, because I was allowed to speak freely,” she said. “If I was hungry, I could just ask for food, and they would feed me. They really just left you alone, and I had more alone time in jail in those 24 hours than I ever did at SRA.”

    In March 2013, Alyssa C., 29, planned her escape from the school because she “couldn’t take it anymore.” After an Easter visit with her family in Texas, the then-17-year-old purposefully missed her connecting flight in New Mexico and instead went with a stranger — a man roughly in his 30s, she said — on a train to California.

    “That’s how badly I did not want to go back to that school,” said Alyssa, who asked that her full name not be used for privacy reasons. “I got off a plane at 17 years old with a random man who said he would take me to California.”

    On the train, she said, the man sexually assaulted her in a bathroom. During the assault, Alyssa recalled thinking to herself: “Just get through it, and you don’t have to go back to the school.”

    “I definitely disassociated, went out of my body,” she added. Alyssa said that the two of them went back to their seats after he assaulted her, but he got up about 30 minutes later and never returned.

    She sat in her seat until the train reached its last stop in California and broke down in tears as she told the train attendant what happened. Alyssa said she told police what happened to her, and they took her to the hospital to have a rape kit done. The man who assaulted her was never arrested for the attack, she said.

    She was sent back to Spring Ridge, where she found herself in “a shit ton of trouble,” she said. Once back, Alyssa said, she had to write a thorough “trauma narrative” describing her assault in detail.

    “I had to describe my own rape, and then they made me read it to my parents over the phone,” she said.

    Her story of escape is backed up by a treatment plan school staff put her on when she returned.

    “Alyssa admitted that she had lied and got off the plane with an unknown male voluntarily and accompanied him to LA consensually,” said the report, obtained by HuffPost. “She stated that he engaged sexually with her in the restroom on the train and that she told him no, but he continued to do so despite her asking him to stop.”

    The report added that Alyssa should take “accountability” for what it called her “pattern of poor sexual boundaries and dishonesty coupled with a lack of accountability and a very immature stance that as long as she denied misbehavior, she would not be ‘found out’ or have negative consequences.”

    The document also misdiagnoses Alyssa with histrionic personality disorder, which her recent medical records confirm she does not have.

    Jeannie Courtney acknowledged assigning “trauma narratives” to students but declined to comment on Alyssa’s allegation.

    “It is important to note, however, that many students came to Spring Ridge Academy facing mental health challenges and with a history of problematic behavior that included running away from home, being dishonest with their parents, and taking high-risk unsafe actions within their own lives,” Courtney said in her statement.

    Appelgate, the advocate for survivors of troubled-teen programs, said that the mental and behavioral health concerns programs like Spring Ridge claim to address should be held to the same standards as other health care facilities. (In her statement, Courtney said Spring Ridge provided “high-quality education and therapeutic services” to its students.)

    If “hundreds of patients” accused a hospital of abuse, it would be shut down, Appelgate said.

    “So why aren’t we treating [the troubled-teen industry] in the same way?” she asked.

    ‘The All-Powerful Cult Leader’

    As stories of abuse have gone public since Spring Ridge shuttered, Jeannie Courtney believes she did nothing wrong. Many of her former students disagree.

    “She was incredibly cruel,” Dickin said. “She knew how to exploit trauma and insecurities.”

    In group sessions led by Courtney, Dickin said, the school founder would draw out personal details about the kids, only to use those against them.

    “It was used to control us and keep us compliant and keep us stuck in shame,” Dickin said. “It didn’t feel like it was to benefit us. It felt horrible.”

    “My medication was frequently increased, once three times in one week, despite adverse side effects,” Dickin testified in a federal civil trial against Spring Ridge.
    “My medication was frequently increased, once three times in one week, despite adverse side effects,” Dickin testified in a federal civil trial against Spring Ridge.

    Courtney called the allegation “completely false” in her statement to HuffPost.

    “Why would I have given my life to this only to ‘shame’ these same women I was trying so desperately to help?” the statement said. “At Spring Ridge, we did everything we could to help our students, and my only regret is that we were not able to do more for those who are clearly still struggling in their lives.”

    Olsen described being in a group session with other students in which Courtney lectured them about sex and relationships.

    “I was 14, and she started screaming at us that we were never going to experience an orgasm if we didn’t do exactly what she said, and that none of us knew how to properly climax because of our unhealthy relationship habits,” Olsen said. Saul, who was also in the group session, said Courtney had “branded it as a sex education intensive.”

    Courtney denied that ever happened in her call with HuffPost.

    “There would be absolutely no reason for me, with my philosophy of working with girls — and over 1,000 girls — to have ever said that,” Courtney said. “I would never have talked about girls’ orgasms or anything of that nature. And I don’t scream and yell, either.”

    The two former students that Courtney put HuffPost in touch with had only positive things to say about the school’s founder. The two women would only speak on the condition of anonymity over fears of retaliation from other former students.

    “She saw me in a way that others didn’t,” a 28-year-old woman who attended the facility from 2013 to 2015 told HuffPost about Courtney.

    At 16, she said, she’d developed a heroin and Xanax addiction and “there weren’t a lot of girls I could relate to because I was in so deep at such a young age.”

    “I always felt like there was something wrong with me,” she added. “And she really, really took me under her wing.”

    A 35-year-old woman who went to Spring Ridge from 2007 to 2008 said Courtney has gotten a bad rap.

    “She was the all-powerful cult leader — God. She knew it. She loved it. She’s a malicious, evil woman.”

    -Sarah Olsen on Spring Ridge founder Jeannie Courtney.

    “I just wish that I could make you believe me,” she told HuffPost. “I’m sure there are so many people saying shit [about Courtney] that you don’t, but I wish I could, by myself, change the perception of Spring Ridge and Jeannie. I wish that a lot of these people would just stop.”

    Maltz said that despite their traumatic experience at the school, they don’t harbor a grudge against Courtney.

    “I don’t have a lot of beef toward Jeannie, because I think she is kind of a kook that genuinely thought she was helping people initially and then got carried away by the amount of money you can get in the troubled-teen industry,” Maltz said.

    Olsen was less forgiving.

    “She was the all-powerful cult leader — God,” Olsen said of Courtney. “She knew it. She loved it. She’s a malicious, evil woman.”

    Courtney said if her former students were so upset after their time at the facility, they should have called her.

    “I am saddened that anyone feels that they were harmed at Spring Ridge Academy,” Courtney said in a phone call. “What I do wish they had done is picked up the phone and called me. Because I have over the years — even after I retired, after 2015 — I still get calls from girls all the time, not only talking about their experience at Spring Ridge, but asking for help with a problem they might have.”

    Before ending the call with HuffPost, Courtney questioned how so many former students could dislike her when her 2016 retirement party was such a hit. If Courtney had an abusive facility, why were there almost “500 people” at her party, she reasoned.

    “When I retired — and I didn’t want them to do anything — they did a retirement party at Camelback Inn in Paradise,” she said. “There were almost 500 people: students, parents, staff, even people from other programs that came to honor me.”

    Karen Bumgardner, seen here at her home in Southlake, Texas, says she regrets sending her daughter, Raelynn, to Spring Ridge, and believes Jeannie Courtney should be in jail.

    Allison V. Smith for HuffPost

    Karen Bumgardner, seen here at her home in Southlake, Texas, says she regrets sending her daughter, Raelynn, to Spring Ridge, and believes Jeannie Courtney should be in jail.

    Karen Bumgardner, who said she regrets sending her daughter Raelynn to Spring Ridge, said Jeannie Courtney should pay for the harm her program inflicted on kids.

    “I do think she should be in prison,” she said of Courtney.

    Karen Bumgardner said she thought she was doing the right thing by sending her daughter to Spring Ridge over what she described as poor grades and “not being nice at home.”

    “I obviously have regrets, because it’s affected her so much, but again, we didn’t know what else to do,” Karen Bumgardner said. “We listened to the therapist, we listened to her school counselors, my husband listened to Jeannie [Courtney] and believed that that was the best place for her.”

    The mom admitted she put her trust in the wrong people.

    Karen Bumgardner, left, says she thought she was doing the right thing by sending her daughter to Spring Ridge over what she described as poor grades and “not being nice at home.”

    Photos by Allison V. Smith and Meli Petersson Ellafi for HuffPost

    Karen Bumgardner, left, says she thought she was doing the right thing by sending her daughter to Spring Ridge over what she described as poor grades and “not being nice at home.”

    “You’re putting your faith in these people that you don’t know, but you’re hoping that they’re legitimate,” she said. “You have no recourse.”

    Raelynn Bumgardner said she tried to tell her parents what was happening at Spring Ridge, but they didn’t listen.

    “Not a single adult stood up for me,” she said.

    Saul said her mom was “doing the best she could with the information she had” when dropping her into the unregulated, abusive, multibillion-dollar industry.

    “She was preyed upon by an industry that makes its money off of people like her,” she said.

    A recent law school grad, Saul said she wants to work to help the vulnerable. Already, she has repeatedly publicly sounded the alarm about the dangers of the troubled-teen industry.

    Saul says she thinks her mom, who sent her to Spring Ridge, "was preyed upon by an industry that makes its money off of people like her.”

    Alisha Jucevic for HuffPost

    Saul says she thinks her mom, who sent her to Spring Ridge, “was preyed upon by an industry that makes its money off of people like her.”

    “It made me want to advocate and fight for people who don’t have power and control,” she said.

    Maltz recently left their job working with adolescents with substance abuse problems to begin a graduate program in counseling. Dickin said she also works in the mental health field. Both separately noted that their jobs were nothing like their experiences at Spring Ridge.

    Alyssa has worked as an educator for over a decade, a career that she said she finds fulfilling after her time at Spring Ridge.

    “I think it heals part of my inner child working with kids,” she said. “I would lay down my life for any of the kids that I’ve watched in the 11 years I’ve been doing this.”

    Raelynn Bumgardner now lives in Sweden and is studying to become a histotechnologist.

    Meli Petersson Ellafi for HuffPost

    Raelynn Bumgardner now lives in Sweden and is studying to become a histotechnologist.

    Raelynn Bumgardner lives in Sweden, where she is studying to become a histotechnologist. She echoed what other former students have said: The trauma of Spring Ridge will stay with her forever.

    “I’ve been two different people,” she said. “There was Raelynn before SRA, and then there’s Raelynn post-SRA. And they do not know each other.”

    If you or someone you know needs help, call or text 988 or chat 988lifeline.org for mental health support. Additionally, you can find local mental health and crisis resources at dontcallthepolice.com. Outside of the U.S., please visit the International Association for Suicide Prevention.

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  • Tools and ideas to engage students in career-connected learning

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    Key points:

    For nearly two decades, I’ve worked to improve teaching and learning with technology. And while the continuously evolving nature of technology has changed the trajectory of my career many times, I have always tried to drive deeper student engagement.

    Education stakeholders agree on the importance of engagement in learning. According to the recently released Education Insights Report, K-12 leaders, teachers, parents, and students overwhelmingly agree that engagement drives learning. To be more specific, 93 percent of educators say it’s a critical metric for achievement, 99 percent of superintendents rank it among the top predictors of school success, and 92 percent of students report that engaging lessons make school more enjoyable.

    During my career, I’ve found that one of the best ways to engage students in learning is to connect what is being taught to students in the classroom to potential career paths. One way to connect the dots between classroom lessons and their application to a potential career is through career-connected learning.

    Career-connected learning (CCL) experiences–such as classroom career lessons, job fairs, and mentorships–have a measurable impact on student engagement and future orientation. A recent report found that 88 percent of students participate in at least one CCL opportunity, and that having a mentor nearly doubles student engagement (37 percent vs. 16 percent), while also increasing students’ hope about their future (40 percent vs. 25 percent).

    Educational technology can help educators scale CCL learning in their district. At my school, I’ve found success with Career Connect, which can be accessed through Discovery Education Experience. This technology solution is an innovative, virtual platform that facilitates direct, real-time connections between K-12 educators, students, and industry professionals. Key features include on-demand, virtual classroom visits and an easy-to-navigate dashboard with accompanying standards-aligned lesson plans and activities.

    Career Connect has allowed instructional specialists and professional development consultants in our field to assist CTE teachers with additional credible and trusted resources. This enables our educators to create meaningful connections and higher engagement by embedding real-world voices to help students see the “why” behind learning, which sparks curiosity and motivation. Plus, the solution helps ensure equitable access for all students, because the virtual format allows schools anywhere to bring a broad range of professionals from all the over the world directly into their classrooms.

    Another favorite tool is CareerPrepped, a free resource by the Association for Career and Technical Education. Designed to meet the needs of learners, educators, and employers, the platform supports skills-based hiring, soft-skills development, and work-based learning through a dynamic digital platform.

    With over 40 essential workforce skills, students can build Skill Builders across competencies like teamwork, communication, problem-solving, time management, and more. These skills are demonstrated through Skill Badges and a career portfolio that houses real-world evidence such as project artifacts and multimedia illustrations. Students can create a personal portfolio that connect to platforms like LinkedIn. Then, students can request feedback on their skill evidence from peers, educators, and industry mentors, helping them understand strengths and areas for improvement.

    CareerPrepped offers value for educators by bridging the gap between academic learning and employability while enhancing work-based learning outcomes. Students actively document and prove their skills to employers and class alike.

    Implementing career-focused technology tools such as Career Connect and CareerPrepped in education offers many ways to integrate CCL into the classroom. Here are some potential strategies to consider:

    • Employee Spotlights: Host brief live or recorded talks with people in various careers to hear about job journeys and directly tie in a classroom lesson to that career. Bonus points if that employee is a former student of that district!
    • Micro-Internships: Arrange one-hour or one-day job shadows with local partners.
    • Challenge-Based Projects: Partner with businesses on real problems, like designing a locally-sourced cafeteria menu or revamping a playground.

    In summary, career-connected learning is a vital component of any classroom in this day and age, because it brings together traditional learning with real-world opportunities. By engaging students with industry partners, mentors, and authentic workplace experiences, students are empowered to see clear pathways from education to career success.

    These connections not only strengthen technical and employability skills but also foster confidence and purpose for each student. Ultimately, career connections ensure that all students graduate prepared, inspired, and equipped to thrive in both postsecondary education and the workforce.

    Latest posts by eSchool Media Contributors (see all)

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    Grace Maliska

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  • Tools and ideas to engage students in career-connected learning

    [ad_1]

    Key points:

    For nearly two decades, I’ve worked to improve teaching and learning with technology. And while the continuously evolving nature of technology has changed the trajectory of my career many times, I have always tried to drive deeper student engagement.

    Education stakeholders agree on the importance of engagement in learning. According to the recently released Education Insights Report, K-12 leaders, teachers, parents, and students overwhelmingly agree that engagement drives learning. To be more specific, 93 percent of educators say it’s a critical metric for achievement, 99 percent of superintendents rank it among the top predictors of school success, and 92 percent of students report that engaging lessons make school more enjoyable.

    During my career, I’ve found that one of the best ways to engage students in learning is to connect what is being taught to students in the classroom to potential career paths. One way to connect the dots between classroom lessons and their application to a potential career is through career-connected learning.

    Career-connected learning (CCL) experiences–such as classroom career lessons, job fairs, and mentorships–have a measurable impact on student engagement and future orientation. A recent report found that 88 percent of students participate in at least one CCL opportunity, and that having a mentor nearly doubles student engagement (37 percent vs. 16 percent), while also increasing students’ hope about their future (40 percent vs. 25 percent).

    Educational technology can help educators scale CCL learning in their district. At my school, I’ve found success with Career Connect, which can be accessed through Discovery Education Experience. This technology solution is an innovative, virtual platform that facilitates direct, real-time connections between K-12 educators, students, and industry professionals. Key features include on-demand, virtual classroom visits and an easy-to-navigate dashboard with accompanying standards-aligned lesson plans and activities.

    Career Connect has allowed instructional specialists and professional development consultants in our field to assist CTE teachers with additional credible and trusted resources. This enables our educators to create meaningful connections and higher engagement by embedding real-world voices to help students see the “why” behind learning, which sparks curiosity and motivation. Plus, the solution helps ensure equitable access for all students, because the virtual format allows schools anywhere to bring a broad range of professionals from all the over the world directly into their classrooms.

    Another favorite tool is CareerPrepped, a free resource by the Association for Career and Technical Education. Designed to meet the needs of learners, educators, and employers, the platform supports skills-based hiring, soft-skills development, and work-based learning through a dynamic digital platform.

    With over 40 essential workforce skills, students can build Skill Builders across competencies like teamwork, communication, problem-solving, time management, and more. These skills are demonstrated through Skill Badges and a career portfolio that houses real-world evidence such as project artifacts and multimedia illustrations. Students can create a personal portfolio that connect to platforms like LinkedIn. Then, students can request feedback on their skill evidence from peers, educators, and industry mentors, helping them understand strengths and areas for improvement.

    CareerPrepped offers value for educators by bridging the gap between academic learning and employability while enhancing work-based learning outcomes. Students actively document and prove their skills to employers and class alike.

    Implementing career-focused technology tools such as Career Connect and CareerPrepped in education offers many ways to integrate CCL into the classroom. Here are some potential strategies to consider:

    • Employee Spotlights: Host brief live or recorded talks with people in various careers to hear about job journeys and directly tie in a classroom lesson to that career. Bonus points if that employee is a former student of that district!
    • Micro-Internships: Arrange one-hour or one-day job shadows with local partners.
    • Challenge-Based Projects: Partner with businesses on real problems, like designing a locally-sourced cafeteria menu or revamping a playground.

    In summary, career-connected learning is a vital component of any classroom in this day and age, because it brings together traditional learning with real-world opportunities. By engaging students with industry partners, mentors, and authentic workplace experiences, students are empowered to see clear pathways from education to career success.

    These connections not only strengthen technical and employability skills but also foster confidence and purpose for each student. Ultimately, career connections ensure that all students graduate prepared, inspired, and equipped to thrive in both postsecondary education and the workforce.

    Latest posts by eSchool Media Contributors (see all)

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    Dr. Angie Haro, EdD, Education Service Center Region 19

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  • Newsom threatens to cut state funding to universities that sign Trump’s political compact

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    Gov. Gavin Newsom on Thursday threatened to cut “billions” in state funding, including to USC, from any California campus that signs a Trump administration compact and agrees to sweeping and largely conservative campus policies in exchange for priority access to federal funding.

    “If any California University signs this radical agreement, they’ll lose billions in state funding — including Cal Grants — instantly,” Newsom said. “California will not bankroll schools that sell out their students, professors, researchers, and surrender academic freedom.”

    The bold statement came less than a day after the White House asked the University of Southern California and eight other major universities throughout the country to shift to the right and agree to Trump’s views on gender identity, admissions, diversity and free speech among other areas — in exchange for more favorable access to federal research grants and additional funding.

    While USC is the only California university to be sent the Trump proposal, a White House official said universities sent the agreement were a first round among potentially several more campuses that could receive the request. All UC and CSU campuses — in addition to Stanford — are under federal civil rights investigations that could result in federal funding clawbacks.

    Universities were asked to sign a “Compact for Academic Excellence in Higher Education” committing them to adopt the White House’s conservative vision for America’s campuses. The letter, sent out Wednesday, also suggests colleges should align with Trump’s views on student discipline, college affordability and the importance of hard sciences over liberal arts.

    The request represents the latest tactic by the Trump administration to aggressively reshape universities — which he says are bastions of liberalism that are intolerant of Republicans — by leveraging federal funding to force campuses to adhere to his conservative ideals.

    Newsom’s response echoed a similarly forceful statement over a $1.2-billion Trump fine against UCLA for alleged civil rights violations in August, when he said UC should sue and not “bend the knee” — no suit by the university system has been filed. His quick swing back ratchets up his strident push against the Trump administration — including mocking Trump’s social media. Newsom’s statement Thursday threatening Cal Grants and other funding was issued in all-capital letters, mirroring the president’s social media style.

    Cal Grants, the state’s largest financial aid program to public and private universities, are awarded based on income. Students become eligible through the Free Application for Federal Student Aid (FAFSA) or California Dream Act Application. In 2024-25, $2.5 billion in Cal Grants were doled out.

    The compact would also severely restrict international student enrollment to 15% of a college’s undergraduate student body and no more than 5% could come from a single country, a provision that would hit hard at USC, where 26% of the fall 2025 freshman class is international. More than half of those students hailing from either China or India.

    Full-fee tuition from international students is a major source of revenue at USC, which has undertaken hundreds of layoffs this year amid budget troubles.

    In a statement released before the Newsom announcement, USC said only that it was “reviewing the administration’s letter.” Officials did not immediately respond to a renewed request for comment.

    “No self-respecting university should sign on to this proposed compact,” said state Assemblymember Al Muratsuchi (D-Torrance), who chairs the Assembly Education Committee. “Universities will never be able to live down a reputation of selling out their principals of academic freedom and free speech on these enticements of preferential treatment.”

    The proposal, which would change many policies at one of the nation’s largest and most prominent private universities, caught several USC deans and administrators off-guard after they learned of White House request from news reports, according to USC employees and staffers who were not authorized to speak publicly on the matter.

    Parts of the compact are similar in language and ideology to a sweeping federal proposal sent in August to UCLA that offered to re-instate hundreds of millions of dollars in research grants to the campus if the University of California agreed to federal demands and pay a $1.2-billion fine for how UCLA responded to alleged antisemitism on campus.

    But the White House letter to USC and other campuses, including the University of Arizona, takes a different approach than the punitive actions against UCLA and other elite universities. Instead of offering to restore suspended government funding in exchange for campus policy overhauls, the government says it will dole out new money and give preference to the universities over others that do not agree to the terms.

    Signing on would give universities priority access to some federal grants, but government money would not be limited solely to those schools, according to a White House official. Colleges that agree would also have priority access to White House events and discussions with officials.

    The compact asks universities to accept the government’s definition of gender and apply it to campus bathrooms, locker rooms and women’s sports teams. It says colleges would stop considering race, gender and a wide range of other student demographics in the admissions process and to require undergraduate applicants to take the SAT or ACT.

    USC, since a 2023 Supreme Court decision, is not allowed to consider race in admissions, and public California universities have been barred from doing so under state law since 1997. USC is “test optional” in its application process and students can decide whether or not to submit scores.

    “It’s upsetting as a faculty member and a teacher and a product of higher education to see this administration trying to dismantle academic freedom and free speech in such a systematic way,” said Devin Griffiths, a USC associate professor of English and comparative literature. Griffiths said he would “push hard for our university to forcefully reject this and I would hope that there is space here for the universities that are targeted by this order to take a collective stand.”

    Sanjay Madhav, an associate professor of practice at the USC Viterbi engineering school, said the compact appeared to be “blatantly in violation of the First Amendment since it states that the federal government is going to give preference to universities that align with its political views.”

    In an email sent to colleagues Thursday and shared with The Times, USC Cinematic Arts school professor Howard Rodman summed up his position: “It is abundantly clear that either the universities stand together and refuse the gift of ‘prioritized grants,’ or higher education in the United States will become a wholly owned subsidiary of MAGA, LLC…. I would urge USC to remember that when you lie down with dogs, you get up with fleas.”

    Liam Wady, a junior at USC, said students were openly talking about it as the news broke.

    “It’s a good balance of confusion and concern,” Wady said. He said he was involved in the pro-Palestinian protests at USC and was left feeling like the university failed to protect him. Now, he said he’s worried the university will go along with Trump’s compact.

    “I just wouldn’t be surprised if the school would end up adopting Trump’s political priorities just because of the way they treated us in the past,” Wady said.

    The 10-page proposed agreement was sent Wednesday to public and private universities, including some of the most selective institutions in the county. In addition to USC and the University of Arizona, it went to Vanderbilt, the University of Pennsylvania, Dartmouth College, the Massachusetts Institute of Technology, the University of Texas, Brown University and the University of Virginia.

    It was not clear how these schools were selected or why, and whether similar offers might go out to other colleges.

    Some of the schools are in red states that have been more friendly to Trump’s higher education priorities. Texas officials endorsed the compact.

    Leaders of the Texas system were “honored” that the Austin campus was chosen to be a part of the compact and its “potential funding advantages,” according to a statement from Kevin Eltife, chair of the Board of Regents. “Today we welcome the new opportunity presented to us and we look forward to working with the Trump Administration on it,” he said.

    USC has largely maintained a low-profile stance and has avoided making public statements on the president’s higher education agenda.

    In April, when more than 220 university leaders signed onto an American Assn. of Colleges and Universities statement against “undue government intrusion in the lives of those who learn, live, and work on our campuses,” former USC President Carol Folt said publicly that she declined to sign.

    In February, after the Department of Education released guidance opposing race and ethnicity-themed scholarships, graduations and other programs, USC closed down its diversity offices and renamed related websites while many other California universities refused to comply.

    USC also faces a difficult financial outlook. In a July campus letter, interim President Beong-Soo Kim said that a budget deficit surpassing $200 million coupled with federal funding challenges would require layoffs and other cost-cutting measures. More than 600 layoffs have hit the campus since then, according to Morning, Trojan, an independent outlet that monitors USC news.

    The administration has used its control of federal funding as leverage at several high-profile institutions, cutting off research money at UCLA, Harvard and Columbia as it has sought changes to the schools’ governance and policies.

    University of California leaders are negotiating with the Department of Justice over federal demands, although the urgency for talks has slowed after a federal judge ordered nearly all of the $584 million in suspended health and science research grants at the Los Angeles campus to be restored. Trump said this week that he was “close to finalizing” a deal with Harvard that would include it paying $500 million for a “giant trade school” run by the university.

    Schools that sign on would have to cap tuition for U.S. students for five years and the wealthiest campuses would not charge tuition at all for students pursuing “hard science programs.”

    On free speech, schools would have to commit to promoting a wide range of views on campus. That includes “transforming or abolishing institutional units that purposefully punish, belittle, and even spark violence against conservative ideas,” according to the compact.

    Each school would have to commission an annual poll of students and faculty to evaluate the campuses’ adherence to the pact. The terms would be enforced by the Justice Department, with violators losing access to the compact’s benefits for no less than a year. Following violations bump the penalty to two years.

    “Institutions of higher education are free to develop models and values other than those below,” the compact said, “if the institution elects to forego federal benefits.”

    Kaleem and Gutierrez are Times staff writers. Madhani reports for the Associated Press in Washington. Collin Binkley of the Associated Press also contributed to this story.

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    Jaweed Kaleem, Melody Gutierrez, Aamer Madhani

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  • Rescuers Race to Free Boys Trapped in Collapsed Indonesian School

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    SIDOARJO, Indonesia—The teenage boys were bowing in prayer when the concrete above them came tumbling down. 

    Some 200 people, most of them boys between the ages 12 and 17, had crowded into the prayer hall on the ground floor of al Khoziny Islamic Boarding School on the Indonesian island of Java on Monday afternoon. That is when the school’s walls and ceilings caved in.

    Copyright ©2025 Dow Jones & Company, Inc. All Rights Reserved. 87990cbe856818d5eddac44c7b1cdeb8

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    Ramadani Saputra

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  • Strengthening middle school literacy: What educators need to know

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    Key points:

    Literacy has always been the foundation of learning, but for middle school students, the stakes are especially high. These years mark the critical shift from learning to read to reading to learn.

    When students enter sixth, seventh, or eighth grade still struggling with foundational skills, every subject becomes harder–science labs, social studies texts, even math word problems require reading proficiency. For educators, the challenge is not just addressing gaps but also building the confidence that helps adolescents believe they can succeed.

    The confidence gap

    By middle school, many students are keenly aware when they’re behind their peers in reading. Interventions that feel too elementary can undermine motivation. As Dr. Michelle D. Barrett, Senior Vice President of Research, Policy, and Impact at Edmentum, explained:

    “If you have a student who’s in the middle grades and still has gaps in foundational reading skills, they need to be provided with age-appropriate curriculum and instruction. You can’t give them something that feels babyish–that only discourages them.”

    Designing for engagement

    Research shows that engagement is just as important as instruction, particularly for adolescents. “If students aren’t engaged, if they’re not showing up to school, then you have a real problem,” Barrett said. “It’s about making sure that even if students have gaps, they’re still being supported with curriculum that feels relevant and engaging.”

    To meet that need, digital programs like Edmentum’s Exact Path tailor both design and content to the learner’s age. “A middle schooler doesn’t want the cartoony things our first graders get,” Barrett noted. “That kind of thing really does matter–not just for engagement, but also for their confidence and willingness to keep going.”

    Measuring what works

    Educators also need strong data to target interventions. “It’s all about how you’re differentiating for those students,” Barrett said. “You’ve got to have great assessments, engaging content that’s evidence-based, and a way for students to feel and understand success.”

    Exact Path begins with universal screening, then builds personalized learning paths grounded in research-based reading progressions. More than 60 studies in the past two years have shown consistent results. “When students complete eight skills per semester, we see significant growth across grade levels–whether measured by NWEA MAP, STAR, or state assessments,” Barrett added.

    That growth extends across diverse groups. “In one large urban district, we found the effect sizes for students receiving special education services were twice that of their peers,” Barrett said. “That tells us the program can be a really effective literacy intervention for students most at risk.”

    Layering supports for greater impact

    Barrett emphasized that literacy progress is strongest when multiple supports are combined. “With digital curriculum, students do better. But with a teacher on top of that digital curriculum, they do even better. Add intensive tutoring, and outcomes improve again,” she said.

    Progress monitoring and recognition also help build confidence. “Students are going to persist when they can experience success,” Barrett added. “Celebrating growth, even in small increments, matters for motivation.”

    A shared mission

    While tools like Exact Path provide research-backed support, Barrett stressed that literacy improvement is ultimately a shared responsibility. “District leaders should be asking: How is this program serving students across different backgrounds? Is it working for multilingual learners, students with IEPs, students who are at risk?” she said.

    The broader goal, she emphasized, is preparing students for lifelong learning. “Middle school is such an important time. If we can help students build literacy and confidence there, we’re not just improving test scores–we’re giving them the skills to succeed in every subject, and in life.”

    Laura Ascione
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    Laura Ascione

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  • Polarizing L.A. police official keeps post by default after City Council fails to vote

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    A polarizing figure on the Los Angeles Police Commission will retain his seat despite having never received an approval vote from the City Council.

    Erroll Southers, who previously served as president of the civilian panel that watches over the LAPD, has taken criticism for what critics say is his unwillingness to provide oversight of police Chief Jim McDonnell, while also facing renewed scrutiny in recent months for his past counterterrorism studies in Israel.

    For the record:

    9:33 a.m. Oct. 1, 2025An earlier version of this story reported that Erroll Southers’ nomination was not on the City Council’s agenda last week. Southers was on the agenda but the council continued the matter and took no vote.

    New members of any city commission must typically be approved by a City Council vote within 45 days of their nomination. Mayor Karen Bass put forward Southers in mid-August, but his first scheduled vote was delayed because he was traveling, and the council continued the matter without explanation at a meeting Friday in Van Nuys.
    Now that his 45-day window has elapsed, multiple officials told The Times that city rules allow Southers to continue in the position by default for a full five-year term because he was already serving on an interim basis.

    Around City Hall, news of the council’s inaction set off speculation about whether it was the result of a scheduling mix-up — or because Southers’ backers didn’t believe he could get enough votes.

    Failing to vote on a member of one of city’s most important and high-profile commissions is almost unheard of, said Zev Yaroslavsky, a former councilman and L.A. County supervisor now at UCLA.

    “They have responsibility to confirm or not confirm,” he said of the council. “I never understood why you would campaign for office, as hard as you campaign to get there, and not vote on something that’s as important to the public.”

    Appointed by the mayor, police commissioners act much like a corporate board of directors, setting the LAPD policies, approving its budget and providing oversight, including reviews of officer shootings and other serious uses of force.

    Southers, 68, has been a member of the panel since 2023, when Bass picked him to serve out the term of a departing commissioner.

    A former FBI agent and Santa Monica cop turned top security official at USC, Southers helped lead the nationwide search for the next LAPD chief. The position eventually went to McDonnell — who like Southers served as director of the school’s Safe Communities Institute.

    His backers say that Southers has been committed to his role, participating in numerous listening sessions with Angelenos to learn what qualities they wanted in a police chief. He has also become a regular presence at LAPD recruitment events and graduations.

    Zach Seidl, a mayoral spokesperson, praised Southers for his stewardship of the commission, saying the career lawman “brings deep knowledge of the police department’s operations, a commitment to the continued development of policies that further transparency and accountability, and trusted relationships with community members and law enforcement.”

    Teresa Sánchez-Gordon, a retired L.A. County judge, replaced Southers as commission president last month, after he served more than a year in the role.

    But more than any other commissioner, Southers has accumulated a loud chorus of detractors who oppose keeping him in the key oversight role.

    Although it has long been part of his resume, Southers’ work in the mid-2000s in Israel has especially become a lighting rod due to the ongoing crisis in Gaza.

    Last month, a United Nations commission accused Israel of committing genocide against Palestinians in Gaza in retaliation for the Hamas militant attacks that left 1,200 dead and 251 others kidnapped on Oct. 7, 2023.

    Israel’s military campaign has so far killed more than 66,000 people, the vast majority of them civilians, according to Gaza health officials and international aid groups.

    Although Southers has said little publicly about the conflict, he has previously described traveling to Israel and studying with the Israel Defense Forces to learn about anti-terrorism strategies for his academic work.

    His opponents have argued his writings suggest that authorities should use an individual’s public support for controversial causes as a potential warning sign of extremism. Such arguments, they say, can be used to justify the criminalization of minority groups or silence dissent.

    Southers weathered calls for his resignation from the commission last year after he was among the USC officials responsible for clearing encampments occupied by pro-Palestinian protesters on the school’s campus.

    Others have focused on his oversight of McDonnell. Far too often, critics say, he has let the chief off the hook after recent controversies. Most recently Southers and his fellow commissioners have faced calls to put more checks on aggressive behavior by LAPD officers toward journalists and nonviolent protesters.

    Shootings by police have also been a point of contention with Southers. LAPD officers opened fire 31 times in the first nine months of this year, already surpassing the total number of shootings in 2024.

    The commission ordered the department to present a report on the shootings, but that was not nearly enough to satisfy Greg “Baba” Akili, a longtime civil rights advocate with Black Lives Matter-Los Angeles who has frequently spoken out against Southers’ nomination.

    As commission president, he said, Southers seemed more willing to shut down public speakers at the board’s meetings than to question the department’s narrative of recent events.

    “It’s like having a member of the police force on the commission,” Akili said of Southers. “We don’t want to see just Black faces in high places: We want people who actually … uplift the public.”

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    Libor Jany

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

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

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

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

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

    “We go to school because …”

    “We need to learn because …”

    “We want to be successful because …”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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    Enrico Giori, Chalkbeat

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  • Paul W. Carleton School welcomes father figures to a day of learning and bonding

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    Monday, September 29, 2025 9:53PM

    South Jersey father figures join students for a day of learning

    Local kids brought their father figures to their elementary school for a day of learning.

    PENNS GROVE, New Jersey (WPVI) — Local kids brought their father figures to their elementary school for a day of learning.

    At Paul W. Carleton School, they experienced activities of Science, Technology, Engineering, Art, and Mathematics.

    Their hope was to inspire both the kids and adults.

    For more information, check out the video above.

    Also, check out their website.

    Copyright © 2025 WPVI-TV. All Rights Reserved.

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    Nick Iadonisi

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  • Rethinking the role of guest teachers

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    Key points:

    When I think about the importance of consistent classroom coverage, I always come back to the idea that students deserve to feel like their classroom is their home for the next 10 months. That sense of stability is critical, not just for their learning, but for their overall well-being.

    Educators don’t always know what our students are going through outside of the school setting. Life at home for them can be challenging–maybe they’re moving often or face an unpredictable home life. What we want for our students when they step into our classrooms is consistency. We want them to see that same smiling face, hear that same calming voice, and sit in their same assigned seat. When those structures disappear, the consistency in student performance also diminishes. For students to be successful, consistency is the key.

    The challenge of classroom coverage

    Like many districts across the country, the School District of Lee County in Florida has faced challenges with substitute teacher coverage. At one point, we were operating with a 66 percent fill rate, meaning over one-third of substitute positions went unfilled on any given day. This created hurdles for our staff and students, as administrators worked creatively to ensure classrooms were covered. While these challenges tested our flexibility, they also highlighted an important opportunity to rethink how we approach the role of guest teachers. By focusing on consistency and connection, we can better support our students’ sense of belonging and their ability to thrive in the classroom.

    Building culture through integration

    The solution wasn’t just filling positions; it was changing how we think about guest teachers and their role in our school community. Treating substitute teachers as temporary outsiders was counterproductive. Instead, we needed to integrate them into our school culture from day one.

    Now, we make it a priority to include our long-term guest teachers in our back-to-school week activities. We invite them to set up classrooms, participate in staff meetings, and join professional development sessions. By immersing them in our school culture from the beginning, we help them feel included and prepared, which directly benefits our students.

    This approach has improved our fill rates. We ended our first semester of working with Kelly Education to find and train substitute teachers by reaching an 89 percent fill rate, and now we’re consistently in the high 90s. More importantly, we’ve been able to extend coverage to areas we previously couldn’t staff, such as paraprofessional positions in our high-needs ESE classrooms.

    Creating stability for students

    When students walk into a classroom and know that the same person will be there, it changes everything. They can build relationships. They can establish routines. They can feel secure enough to take academic risks and engage fully in their learning.

    I think about my own kids, who go to school in Lee County, and I want them to enjoy every minute of being there. I want them to walk into a classroom knowing that this person is going to be with them for the long haul. This consistency has had a profound impact on school culture, especially in schools that previously had high vacancy rates. There’s a sense of calm that comes from knowing who will be in the classroom each day. Our full-time instructional staff aren’t feeling the strain of having additional students in their classrooms or having to cover during their planning periods. Our administrative assistants aren’t constantly working to place people here and there.

    Professional development and support

    We are utilizing guest teachers from Kelly Education to fill vacant positions until permanent teachers are hired. Previously, when we worked with Kelly Education, any of their staff could be assigned to cover a classroom. We have now enhanced this arrangement to require that all guest teachers who fill a vacant position until permanently filled hold current teaching certificates.  Guest teachers who are filling vacant positions are integrated into our school community by receiving the same professional development opportunities as our full-time staff. They attend trainings during preschool week, participate in staff meetings, and have access to curriculum resources and support.

    This investment in their professional growth pays dividends in student outcomes. When guest teachers understand our expectations, know our procedures, and feel connected to our mission, they’re better equipped to maintain the learning environment that students need.

    This school year alone, we interviewed nearly 3,000 substitute candidates and hired 1,700. Even more impressive, close to 100 substitute teachers have converted to full-time employment within our district, with 50 of those hires happening just last school year. With all the recent new hires over the summer and start of the school year, we are at 367 guest teachers converted to full-time employment. When guest teachers feel valued, many choose to make our district their permanent home.

    The ripple effect on achievement

    While specific achievement data requires deeper analysis, the cultural transformation in our schools has been remarkable. Consistency in the classroom creates the foundation for all other learning to happen. Students can focus on academics instead of adjusting to new personalities and expectations every day. Teachers can maintain their instructional momentum instead of spending time re-establishing classroom norms after each absence.

    A model for other districts

    Our ultimate goal is to have zero vacancies on the first day of school, ensuring that each student achieves their highest personal potential. We want every student to feel at home in their classroom. I want my own kids, and every child in our district, to walk into school and feel welcomed, supported, and ready to learn.

    For leaders facing similar challenges, my advice is to rethink how you approach substitute teaching. Don’t treat guest teachers as a temporary Band-Aid. Instead, view them as integral members of your educational team who deserve the same support, training, and respect as your full-time staff.

    When guest teachers are integrated into your school culture from day one, when they’re equipped with the support and professional development they need, and when they’re part of a reliable system that puts students first, everyone wins. The consistency this creates isn’t just about filling positions–it’s about building the stable, nurturing environment that every child deserves.

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    Johanna A. Tortosa Earsley, School District of Lee County

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  • Digital dementia: Are we outsourcing our thinking to AI?

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    Key points:

    I’ll admit that I use AI. I’ve asked it to help me figure out challenging Excel formulas that otherwise would have taken me 45 minutes and a few tutorials to troubleshoot. I’ve used it to help me analyze or organize massive amounts of information. I’ve even asked it to help me devise a running training program aligning with my goals and fitting within my schedule. AI is a fantastic tool–and that’s the point. It’s a tool, not a replacement for thinking.

    As AI tools become more capable, more intuitive, and more integrated into our daily lives, I’ve found myself wondering: Are we growing too dependent on AI to do our thinking for us?

    This question isn’t just philosophical. It has real consequences, especially for students and young learners. A recent study published in the journal Societies reports that people who used AI tools consistently showed a decline in critical thinking performance. In fact, “whether someone used AI tools was a bigger predictor of a person’s thinking skills than any other factor, including educational attainment.” That’s a staggering finding because it suggests that using AI might not just be a shortcut. It could be a cognitive detour.

    The atrophy of the mind

    The term “digital dementia” has been used to describe the deterioration of cognitive abilities as a result of over-reliance on digital devices. It’s a phrase originally associated with excessive screen time and memory decline, but it’s found new relevance in the era of generative AI. When we depend on a machine to generate our thoughts, answer our questions, or write our essays, what happens to the neural pathways that govern our own critical thinking? And will the upcoming era of agentic AI expedite this decline?

    Cognitive function, like physical fitness, follows the rule of “use it or lose it.” Just as muscles weaken without regular use, the brain’s ability to evaluate, synthesize, and critique information can atrophy when not exercised. This is especially concerning in the context of education, where young learners are still building those critical neural pathways.

    In short: Students need to learn how to think before they delegate that thinking to a machine.

    Can you still think critically with AI?

    Yes, but only if you’re intentional about it.

    AI doesn’t relieve you of the responsibility to think–in many cases, it demands even more critical thinking. AI produces hallucinations, falsifies claims, and can be misleading. If you blindly accept AI’s output, you’re not saving time, you’re surrendering clarity.

    Using AI effectively requires discernment. You need to know what you’re asking, evaluate what you’re given, and verify the accuracy of the result. In other words, you need to think before, during, and after using AI.

    The “source, please” problem

    One of the simplest ways to teach critical thinking is also the most annoying–just ask my teenage daughter. When she presents a fact or claim that she saw online, I respond with some version of: “What’s your source?” It drives her crazy, but it forces her to dig deeper, check assumptions, and distinguish between fact and fiction. It’s an essential habit of mind.

    But here’s the thing: AI doesn’t always give you the source. And when it does, sometimes it’s wrong, or the source isn’t reputable. Sometimes it requires a deeper dive (and a few more prompts) to find answers, especially to complicated topics. AI often provides quick, confident answers that fall apart under scrutiny.

    So why do we keep relying on it? Why are AI responses allowed to settle arguments, or serve as “truth” for students when the answers may be anything but?

    The lure of speed and simplicity

    It’s easier. It’s faster. And let’s face it: It feels like thinking. But there’s a difference between getting an answer and understanding it. AI gives us answers. It doesn’t teach us how to ask better questions or how to judge when an answer is incomplete or misleading.

    This process of cognitive offloading (where we shift mental effort to a device) can be incredibly efficient. But if we offload too much, too early, we risk weakening the mental muscles needed for sustained critical thinking.

    Implications for educators

    So, what does this mean for the classroom?

    First, educators must be discerning about how they use AI tools. These technologies aren’t going away, and banning them outright is neither realistic nor wise. But they must be introduced with guardrails. Students need explicit instruction on how to think alongside AI, not instead of it.

    Second, teachers should emphasize the importance of original thought, iterative questioning, and evidence-based reasoning. Instead of asking students to simply generate answers, ask them to critique AI-generated ones. Challenge them to fact-check, source, revise, and reflect. In doing so, we keep their cognitive skills active and growing.

    And finally, for young learners, we may need to draw a harder line. Students who haven’t yet formed the foundational skills of analysis, synthesis, and evaluation shouldn’t be skipping those steps. Just like you wouldn’t hand a calculator to a child who hasn’t yet learned to add, we shouldn’t hand over generative AI tools to students who haven’t learned how to write, question, or reason.

    A tool, not a crutch

    AI is here to stay. It’s powerful, transformative, and, when used well, can enhance our work and learning. But we must remember that it’s a tool, not a replacement for human thought. The moment we let it think for us is the moment we start to lose the capacity to think for ourselves.

    If we want the next generation to be capable, curious, and critically-minded, we must protect and nurture those skills. And that means using AI thoughtfully, sparingly, and always with a healthy dose of skepticism. AI is certainly proving it has staying power, so it’s in all our best interests to learn to adapt. However, let’s adapt with intentionality, and without sacrificing our critical thinking skills or succumbing to any form of digital dementia.

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    Laura Hakala, Magic EdTech

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  • Back-to-school success for all: Building vital classroom skills

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    Key points:

    As students and teachers prepare for a new school year, it’s important to remember that success in the classroom isn’t just about academics; it’s about supporting the whole child. From motor skills and posture to organization, focus, and sensory regulation, the right strategies can make the learning process smoother and more enjoyable for everyone. 

    While occupational therapy (OT) is often associated with special education, many OTs like me use and share the supportive tips and tools described below in general education settings to benefit all learners. By integrating simple, classroom-friendly strategies into daily routines, teachers can help students build independence and confidence and see long-term success. 

    Motor skills

    One of the most crucial areas to address is motor skills. Many children entering kindergarten have not yet fully mastered tasks such as cutting or forming letters and shapes correctly. Simple strategies can encourage independence, such as using a “scissor template” taped to a desk to guide proper finger placement or offering verbal cues like “thumbs up” to remind children how to hold the tool correctly. Encouraging the use of a “helper hand” to move the paper reinforces bilateral coordination.

    For writing, providing small pencils or broken crayons helps children develop a mature grasp pattern and better handwriting skills. Posture is equally important; children should sit with their feet flat on the floor and their elbows slightly above the tabletop. Adjustable desks, sturdy footrests, or non-slip mats can all help. Structured warm-up activities like animal walks or yoga poses before seated work also prepare the sensory system for focus and promote better posture while completing these tasks.

    Executive function

    Equally important are executive function skills–organization, planning, and self-regulation techniques–that lay the foundation for academic achievement. Teachers can support these skills by using visual reminders, checklists, and color-coded materials to boost organization. Breaking larger assignments into smaller tasks and using timers can help children manage their time effectively. Tools such as social stories, behavior charts, and reward systems can motivate learners and improve impulse control, self-awareness, and flexibility.

    Social-emotional learning

    Social-emotional learning (SEL) is another vital area of focus, because navigating relationships can be tricky for children. Social-emotional learning helps learners understand their emotions, express them appropriately, and recognize what to expect from others and their environment.

    Traditional playground games like Red Light/Green Lightor Simon Says encourage turn-taking and following directions. Structured programs such as the Zones of Regulation use color-coded illustrations to help children recognize their emotions and respond constructively. For example, the “blue zone” represents low energy or boredom, the “green zone” is calm and focused, the “yellow zone” signals fidgetiness or loss of control, and the “red zone” reflects anger or frustration. Creating a personalized “menu” of coping strategies–such as deep breathing, counting to 10, or squeezing a stress ball–gives children practical tools to manage their emotions. Keeping a card with these strategies at their desks makes it easy to remember to leverage those tools in the future. Even something as simple as caring for a class pet can encourage empathy, responsibility, and social growth.

    Body awareness

    Body awareness and smooth transitions are also key to a successful classroom environment. Some children struggle to maintain personal space or focus during activities like walking in line. Teachers can prepare students for hall walking with warm-up exercises such as vertical jumps or marching in place. Keeping young children’s hands busy–by carrying books rather than using a cart–also helps. Alternating between tiptoe and heel walking can further engage students during key transitions. To build awareness of personal space, teachers can use inflatable cushions, small carpet squares, or marked spots on the floor. Encouraging children to stretch their arms outward as a guide reinforces boundaries in shared spaces as well.

    Sensory processing

    Supporting sensory processing benefits all learners by promoting focus and regulation. A sensory-friendly classroom might include fabric light covers to reduce glare, or subtle scent cues used intentionally to calm or energize students at different times. Scheduled motor breaks during transitions–such as yoga stretches, pushing, pulling, or stomping activities–help reset the sensory system. For students with higher sensory needs, a “calming corner” with mats, pillows, weighted blankets, and quiet activities provides a safe retreat for regaining focus.

    The vital role of occupational therapists in schools

    Employing OTs as full-time staff in school districts ensures these strategies and tools are implemented effectively and provides ongoing support for both students and educators alike. With OTs integrated into daily classroom activities, student challenges can be addressed early, preventing them from becoming larger problems. Skill deficits requiring more intensive intervention can be identified without delay as well. Research demonstrates that collaboration between OTs and teachers–through shared strategies and co-teaching–leads to improved student outcomes.

    Wishing you a successful and rewarding school year ahead!

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    Linda Rini, OTD, MS, OTR/L, CLC, Touro University School of Health Sciences Occupational Therapy Program

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  • Student arrested on suspicion of bringing gun to Brentwood campus

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    BRENTWOOD – A student was arrested on suspicion of bringing a gun to school Tuesday in Brentwood, police said.

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    Jason Green

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  • Four education innovators honored with the 2025 Harold W. McGraw, Jr. Prize in Education

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    Four leaders charting bold new paths in education will be celebrated as the 2025 recipients of the Harold W. McGraw, Jr. Prize in Education. Presented by the McGraw Family Foundation in collaboration with the University of Pennsylvania Graduate School of Education (Penn GSE), this distinguished award recognizes Rapelang Rabana, Joe Wolf, Dr. Cathy N. Davidson, and Dr. Frederic Bertley for their pioneering contributions that have advanced learning opportunities and impacted countless lives.

    For more than 40 years, the McGraw Prize has championed leaders who have had a profound impact on our world, so that others might follow their example and extend that impact. Prizes are awarded in three categories: pre-K–12 learning, higher education, and lifelong learning. This year’s winners will receive an award of $50,000 and an iconic awards sculpture at a ceremony on November 13.

    “This year’s class of McGraw Prize winners combines highly innovative approaches to learning with results that transform lives,” said Harold McGraw III, former Chairman and CEO of The McGraw-Hill Companies. “They meet the highest standards of educational excellence and are a tribute to my father’s dedication to literacy and educational opportunity.”

    “The McGraw Prize honors those who push the boundaries of what’s possible in education,” said L. Michael Golden, Vice Dean of Innovative Programs & Partnerships at Penn GSE. “This year’s winners are true innovators — leaders who are rethinking how learning happens, redefining who gets to learn, and creating solutions that will shape the future for generations to come.”

    The 2025 Winners

    Pre-K-12 Education Prize: Rapelang Rabana and Joe Wolf are redefining what’s possible for children who are furthest from educational opportunity. As co-CEOs of Imagine Worldwide, they are delivering a massively scalable, evidence-based education technology solution to the global foundational learning crisis. Imagine’s solar-powered, offline tablets deliver personalized learning to Africa’s most marginalized children — because literacy and numeracy are the keys to unlocking a child’s potential. Under their visionary leadership, Imagine Worldwide has become a global leader in self-guided, tablet-based literacy and numeracy programs that are rigorously tested, grounded in evidence, and delivered in partnership with local communities and national governments. The results are transformational: nine randomized controlled trials across different countries, languages, and contexts have shown substantial gains in learning outcomes, even in the absence of trained teachers, internet, or electricity. Together, these co-winners exemplify the bold innovation and impact that define the McGraw Prize. Learn more about Imagine Worldwide.

    Higher Education Prize: Dr. Cathy N. Davidson has spent her career reimagining higher education for a rapidly changing world. A leading voice in digital literacy, learning science, and interdisciplinary innovation, she is known for translating research into action — and for helping institutions evolve to meet the needs of all students. At the Graduate Center of the City University of New York (CUNY), where she is a Distinguished Professor, she founded the Futures Initiative to promote equity, social mobility, and student-centered learning at every level of the university. She also serves as Senior Advisor on Transformation to the CUNY Chancellor, focusing on student success and inclusive, career-connected learning across CUNY’s 26 campuses. Her work reflects ideals the McGraw Prize was created to honor: bold thinking, equity-driven practice, and a lifelong commitment to transforming education for the public good.

    Lifelong Learning Prize: By re-envisioning how science is shared, taught, and experienced, Dr. Frederic Bertley has ignited a lifelong love of STEM learning in millions. As president and CEO of the Center of Science and Industry (COSI) in Columbus, Ohio, he has transformed a regional science museum into a globally recognized leader in STEM education. COSI now reaches more than one million learners annually through immersive exhibits, hands-on outreach, and Emmy Award–winning media programs that extend science education far beyond museum walls. Dr. Bertley exemplifies Harold W. McGraw Jr.’s belief that education is a lifelong pursuit — and a catalyst for individual and societal progress.

    The Harold W. McGraw, Jr. Family Foundation selected Penn GSE as the home for the McGraw Prize in 2020. Penn GSE is recognized internationally for its cutting-edge initiatives, distinguished faculty, and as a training ground for top educators and leaders. The partnership includes administering the annual prize in November, and ongoing programming with more than 100 past winners, including symposia and a webinar series.

    Through a public nomination process, McGraw Prize awardees were submitted for consideration by their peers, with winners then selected during three rounds of judging, including a final round by an independent panel of esteemed leaders in the field. Past winners have included teachers, professors, superintendents, university presidents, non-profit leaders, entrepreneurs, and public officials. Many continue to play major roles across the education landscape.

    To learn more, visit McGrawPrize.com, sign up for our mailing list and follow us on LinkedIn.

    ABOUT THE HAROLD W. MCGRAW, JR. FAMILY FOUNDATION

    The Harold W. McGraw, Jr. Family Foundation, established by Harold W. McGraw, Jr., is a not-for-profit private foundation whose primary mission is focused on education, youth services, community health and medical research. Harold W. McGraw, Jr. was the Chairman and CEO of McGraw-Hill and dedicated his life to education and literacy.

    ABOUT THE UNIVERSITY OF PENNSYLVANIA GRADUATE SCHOOL OF EDUCATION

    Penn GSE is one of the nation’s leading and top-ranked research education schools. The school is notably entrepreneurial, launching innovative degree programs for practicing professionals and unique partnerships with local educators. It is also home to the Milken-Penn GSE Education Business Plan Competition and centers such as Catalyst @ Penn GSE, a hub for global education innovation.

    eSchool News Staff
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    ESchool News Staff

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  • Comics artist inspires kids with his Marvel-ous work

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    >> NOT ALL HEROES WEAR CAPES. SOME HAVE A PENCIL, TALENT AND A CREATIVE APPROACH TO GET KIDS EXCITED ABOUT MATH. GULF COAST NEWS BRIT SHOWS US HOW IT ALL ADDS UP IN TONIGHT’S STORY TO SHARE. >> AND THEY KNOW WHO THIS GUY IS GOING TO >> INSIDE THE DIMENSIONS OF A HERO IN THE MAKING JERRY TO CARE LIGHTS THE PAGE WITH PASSION. YOU PUT SO MUCH WORK INTO IT. YOU’RE SO GOOD AT IT. NOW THAT IT’S IN ITS COMES TO. SO NATURALLY, IT IS JUST FUND. THAT’S THE POINT YOU WANT TO GET PUT THROUGH MARVEL’S UNIVERSE AND CHANCES ARE YOU’LL MARVEL AT HIS WORK. EXCELLENT FOR WOLVERINE PUNISHER CONE IN NICK FURY, AGENT SHIELD HAWKEYE DEAD POOL. >> EVEN TIME, CAMEOS OF DR. STRANGE IRONMAN. >> WHO ELSE? >> BELIEVE IT OR NOT, HIS DRAWINGS WEREN’T ALWAYS COVER WORD THE THIS BUT BUT I DON’T MEAN TO BUT THIS IS GARBAGE. BUT AFTER 4 YEARS OF STUBBORN, PERSISTENCE AND SKETCHES, HE WAS OFFERED TO DRAW ON X MEN ANNUAL SERIES. AND I SAID THE >> SHE COULD YOU GIVE ME A FANTASTIC 4 INSTEAD AND I’M THE GUY GOES, LISTEN, I’LL GIVE IT TO SOMEBODY ELSE. YOU KNOW, AND I SAID TAKE IT. YOU WITH MORE THAN 10 SUCCESSFUL MARVEL COMICS UNDER HIS BELT, HIS FAVORITE AUDIENCE ISN’T AT COMICON ANYMORE. YOU CAN DROP YOU IN THE CYLINDER FROM PRETTY MUCH YOU KNOW, BELIEVE THAT A MATTER OF PERSPECTIVE, YOU CAN IMAGINE YOU CAN DRAW ANYTHING. HIS WORKSHOPS IN SCHOOLS AND PUBLIC LIBRARIES ACROSS AMERICAN MIX. MARVEL WITH MATT. THEY THINK SUPERHEROES A COOL LITTLE THING. MATHIS TO COOL. SO WHEN YOU COMBINE THOSE 2 THAT KIND OF ALL OF A SUDDEN MATHIS KIND OF COOL, WHICH IS WHAT THE MATH TEACHER WANTS FOR THEM. >> WHILE JERRY LOVES DRAWING MUSCLES LIKE THE NEXT COMIC. HIS WORK IS ABOUT STRENGTHENING CONFIDENCE. YOU KNOW SOMETHING TO BE AWARE TO JUST SET YOURSELF APART RIGHT FROM SUPERHEROES TO STUDENTS. HE’S TEACHING NEXT GENERATION THEIR OWN KIND OF SUPERPOWER THAT CAN DO. YOU CAN LOOK REALLY GOOD. AND SO I KN

    Sketching the outlines of a hero in the making, Jerry DeCaire lights the page with passion.”You put so much work into it that you’re so good at it now,” said DeCaire. “And it comes so naturally that it’s just fun, that’s the point you want to get to.”Flip through Marvel’s comics universe, and chances are, you’ll marvel at his work.X-Men, Thor, Wolverine, Dr. Strange, Iron Man — these are just a few comics he’s worked on.Believe it or not, his drawings weren’t always cover-worthy.”He says, ‘Hey buddy, I don’t mean to break your heart, but this is garbage,’” said DeCaire, describing what his mentor, comics legend John Buscema, told him when he was starting out.But four years of stubborn persistence and sketches later, he got an offer to draw an X-Men annual series.Now, with more than 10 successful Marvel comics under his belt, his favorite audience isn’t at Comic-Con anymore.”If you can draw a cube and a cylinder from pretty much any angle you can imagine or perspective you can imagine, you can draw anything,” said DeCaire.His workshops in schools and public libraries across America mix Marvel with math.”They think superheroes are cool. They don’t think math is too cool. So, all of a sudden, math is cool — which is what the teacher wants,” said Jerry.While DeCaire loves drawing muscles like the next comics artist, his work is about strengthening confidence.”Sometimes just being weird and setting yourself apart, right?” said DeCaire.

    Sketching the outlines of a hero in the making, Jerry DeCaire lights the page with passion.

    “You put so much work into it that you’re so good at it now,” said DeCaire. “And it comes so naturally that it’s just fun, that’s the point you want to get to.”

    Flip through Marvel’s comics universe, and chances are, you’ll marvel at his work.

    X-Men, Thor, Wolverine, Dr. Strange, Iron Man — these are just a few comics he’s worked on.

    Believe it or not, his drawings weren’t always cover-worthy.

    “He says, ‘Hey buddy, I don’t mean to break your heart, but this is garbage,’” said DeCaire, describing what his mentor, comics legend John Buscema, told him when he was starting out.

    But four years of stubborn persistence and sketches later, he got an offer to draw an X-Men annual series.

    Now, with more than 10 successful Marvel comics under his belt, his favorite audience isn’t at Comic-Con anymore.

    “If you can draw a cube and a cylinder from pretty much any angle you can imagine or perspective you can imagine, you can draw anything,” said DeCaire.

    His workshops in schools and public libraries across America mix Marvel with math.

    “They think superheroes are cool. They don’t think math is too cool. So, all of a sudden, math is cool — which is what the teacher wants,” said Jerry.

    While DeCaire loves drawing muscles like the next comics artist, his work is about strengthening confidence.

    “Sometimes just being weird and setting yourself apart, right?” said DeCaire.

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  • ‘We’re not North Korea.’ Newsom signs bills to limit immigration raids at schools and unmask federal agents

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    In response to the Trump administration’s aggressive immigration raids that have roiled Southern California, Gov. Gavin Newsom on Saturday signed a package of bills aimed at protecting immigrants in schools, hospitals and other areas targeted by federal agents.

    He also signed a bill that bans federal agents from wearing masks. Speaking at Miguel Contreras Learning Complex in Los Angeles, Newsom said President Trump had turned the country into a “dystopian sci-fi movie” with scenes of masked agents hustling immigrants without legal status into unmarked cars.

    “We’re not North Korea,” Newsom said.

    Newsom framed the pieces of legislation as pushback against what he called the “secret police” of Trump and Stephen Miller, the White House advisor who has driven the second Trump administration’s surge of immigration enforcement in Democrat-led cities.

    SB 98, authored by Sen. Sasha Renée Pérez (D-Alhambra), will require school administrators to notify families and students if federal agents conduct immigration operations on a K-12 or college campus.

    Assembly Bill 49, drafted by Assemblymember Al Muratsuchi (D-Rolling Hills Estates), will bar immigration agents from nonpublic areas of a school without a judicial warrant or court order. It will also prohibit school districts from providing information about pupils, their families, teachers and school employees to immigration authorities without a warrant.

    Sen. Jesse Arreguín’s (D-Berkeley) Senate Bill 81 will prohibit healthcare officials from disclosing a patient’s immigration status or birthplace — or giving access to nonpublic spaces in hospitals and clinics — to immigration authorities without a search warrant or court order.

    Senate Bill 627 by Sens. Scott Wiener (D-San Francisco) and Jesse Arreguín (D-Berkeley) targets masked federal immigration officers who began detaining migrants at Home Depots and car washes in California earlier this year.

    Wiener has said the presence of anonymous, masked officers marks a turn toward authoritarianism and erodes trust between law enforcement and citizens. The law would apply to local and federal officers, but for reasons that Weiner hasn’t publicly explained, it would exempt state police such as California Highway Patrol officers.

    Trump’s immigration leaders argue that masks are necessary to protect the identities and safety of immigration officers. The Department of Homeland Security on Monday called on Newsom to veto Wiener’s legislation, which will almost certainly be challenged by the federal government.

    “Sen. Scott Wiener’s legislation banning our federal law enforcement from wearing masks and his rhetoric comparing them to ‘secret police’ — likening them to the gestapo — is despicable,” said DHS Assistant Secretary Tricia McLaughlin.

    The package of bills has already caused friction between state and federal officials. Hours before signing the bills, Newsom’s office wrote on X that “Kristi Noem is going to have a bad day today. You’re welcome, America.”

    Bill Essayli, the acting U.S. attorney in Los Angeles, fired back on X accusing the governor of threatening Noem.

    “We have zero tolerance for direct or implicit threats against government officials,” Essayli wrote in response, adding he’d requested a “full threat assessment” by the U.S. Secret Service.

    The supremacy clause of the U.S. Constitution dictates that federal law takes precedence over state law, leading some legal experts to question whether California could enforce legislation aimed at federal immigration officials.

    Essayli noted in another statement on X that California has no jurisdiction over the federal government and he’s directed federal agencies not to change their operations.

    “If Newsom wants to regulate our agents, he must go through Congress,” he wrote.

    California has failed to block federal officers from arresting immigrants based on their appearance, language and location. An appellate court paused the raids, which California officials alleged were clear examples of racial profiling, but the U.S. Supreme Court overrode the decision and allowed the detentions to resume.

    During the news conference on Saturday, Newsom pointed to an arrest made last month when immigration officers appeared in Little Tokyo while the governor was announcing a campaign for new congressional districts. Masked agents showed up to intimidate people who attended the event, Newsom said, but they also arrested an undocumented man who happened to be delivering strawberries nearby.

    “That’s Trump’s America,” Newsom said.

    Other states are also looking at similar measures to unmask federal agents. Connecticut on Tuesday banned law enforcement officers from wearing masks inside state courthouses unless medically necessary, according to news reports.

    Newsom on Saturday also signed Senate Bill 805, a measure by Pérez that targets immigration officers who are in plainclothes but don’t identify themselves.

    The law requires law enforcement officers in plainclothes to display their agency, as well as either a badge number or name, with some exemptions.

    Ensuring that officers are clearly identified, while providing sensible exceptions, helps protect both the public and law enforcement personnel,” said Jason P. Houser, a former DHS official who supported the bills signed by Newsom.

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    Matthew Ormseth, Dakota Smith, Laura J. Nelson

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  • Orlando nonprofit focused on helping at-risk kids, teens through music production education

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    For years, experts have agreed that kids and teens without guidance and with empty hands can become at-risk. A Central Florida nonprofit is trying to change that by getting kids connected with positive paths.Alysen Gutierrez’s life may be young, but it hasn’t been the easiest. She was born in Miami and says her family always struggled financially. “We got evicted out of a lot of our homes and had to bounce from house to house,” she said. “Growing up, there was a time period where in second grade … I couldn’t go to school, and I was in a homeless shelter with my family.”That instability, she says, led to drugs and addiction. Eventually, though, there was a glimmer of a path forward with a special connection. “Since day one, Alysen, her dedication was there,” Mayitza Rohena, founder and executive director of La Conexión Workshops, said. “La Conexión” translates to “The Connection” in Rohena’s native Spanish.Rohena and the nonprofit focus on connecting at-risk kids with professional experiences in the world of the arts. With her background in music production, Rohena has hosted workshops showing kids how to write, record and produce music.”We meet them where they’re at,” she said. “It can be a community center, it could be a school … as long as we can find a power outlet to plug in, we’ll do it.”Rohena explains it’s not just about the artist’s expression; that is a conduit to learn to collaborate, how to give and receive constructive criticism, and other interpersonal skills they can build on and use in any professional industry.In Gutierrez’s case, her dedication — sometimes taking 3-hour bus rides to attend a workshop — has earned her a college scholarship to study music.Rohena says that makes her feel like she’s “on purpose,” which Gutierrez says is helping her find her own.”I really want to be able to help her do what she wants to do,” Gutierrez said. “I believe in her dreams.”To learn more about La Conexión Workshops, visit their website here.

    For years, experts have agreed that kids and teens without guidance and with empty hands can become at-risk.

    A Central Florida nonprofit is trying to change that by getting kids connected with positive paths.

    Alysen Gutierrez’s life may be young, but it hasn’t been the easiest. She was born in Miami and says her family always struggled financially.

    “We got evicted out of a lot of our homes and had to bounce from house to house,” she said. “Growing up, there was a time period where in second grade … I couldn’t go to school, and I was in a homeless shelter with my family.”

    That instability, she says, led to drugs and addiction. Eventually, though, there was a glimmer of a path forward with a special connection.

    “Since day one, Alysen, her dedication was there,” Mayitza Rohena, founder and executive director of La Conexión Workshops, said. “La Conexión” translates to “The Connection” in Rohena’s native Spanish.

    Rohena and the nonprofit focus on connecting at-risk kids with professional experiences in the world of the arts. With her background in music production, Rohena has hosted workshops showing kids how to write, record and produce music.

    “We meet them where they’re at,” she said. “It can be a community center, it could be a school … as long as we can find a power outlet to plug in, we’ll do it.”

    Rohena explains it’s not just about the artist’s expression; that is a conduit to learn to collaborate, how to give and receive constructive criticism, and other interpersonal skills they can build on and use in any professional industry.

    In Gutierrez’s case, her dedication — sometimes taking 3-hour bus rides to attend a workshop — has earned her a college scholarship to study music.

    Rohena says that makes her feel like she’s “on purpose,” which Gutierrez says is helping her find her own.

    “I really want to be able to help her do what she wants to do,” Gutierrez said. “I believe in her dreams.”

    To learn more about La Conexión Workshops, visit their website here.

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  • Strengthening family engagement to support the science of reading

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    Key points:

    While most teachers are eager to implement the science of reading, many lack the time and tools to connect these practices to home-based support, according to a new national survey from Lexia, a Cambium Learning Group brand.

    The 2025 Back-to-School Teacher Survey, with input from more than 1,500 K–12 educators nationwide, points to an opportunity for district leaders to work in concert with teachers to provide families with the science of reading-based literacy resources they need to support student reading success.

    Key insights from the survey include:

    • 60 percent of teachers are either fully trained or interested in learning more about the science of reading
    • Only 15 percent currently provide parents with structured, evidence-based literacy activities
    • 79 percent of teachers cite time constraints and parents’ work schedules as top barriers to family engagement
    • Just 10 percent report that their schools offer comprehensive family literacy programs
    • Teachers overwhelmingly want in-person workshops and video tutorials to help parents support reading at home

    “Teachers know that parental involvement can accelerate literacy and they’re eager for ways to strengthen those connections,” said Lexia President Nick Gaehde. “This data highlights how districts can continue to build on momentum in this new school year by offering scalable, multilingual, and flexible family engagement strategies that align with the science of reading.”

    Teachers also called for:

    • Better technology tools for consistent school-to-home communication
    • Greater multilingual support to serve diverse communities
    • Professional learning that includes family engagement training

    Gaehde concluded, “Lexia’s survey reflects the continued national emphasis on Structured Literacy and shows that equipping families is essential to driving lasting student outcomes. At Lexia we’re committed to partnering with districts and teachers to strengthen the school-to-home connection. By giving educators practical tools and data-driven insights, we help teachers and families work together–ensuring every child has the literacy support they need to thrive.”

    The complete findings are available in a new report, From Classroom to Living Room: Exploring Parental Involvement in K–12 Literacy. District leaders can also download the accompanying infographic, What District Leaders Need To Know: 5 Key Findings About Family Engagement and Literacy,” which highlights the most pressing data points and strategic opportunities for improving school-to-home literacy connections.

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    ESchool Media Contributors

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  • 4 tips to help older K-12 readers

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    Key points:

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

    It’s time to put that phrase to bed.

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

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

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

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

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

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

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

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

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    Miah Daughtery, EdD, NWEA

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  • Turning superintendent transitions into strength–not division

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    Key points:

    When a long-serving superintendent departs, districts inherit more than a vacancy. They inherit emotion, legacy, and the uncertainty that comes with change. With superintendent tenure shrinking nationwide, the real question isn’t if transitions will happen; it’s whether districts can navigate them without losing momentum for students.

    I stepped into the superintendency at Mississinewa Community Schools following the retirement of a respected leader. We avoided the common pitfalls, mixed messages, rumor spirals, and initiative drift by treating the transition as a community moment rather than a personnel change.

    Here are practical steps any district can adapt, regardless of size or setting.

    1. Model professionalism, especially when it’s hard

    Leadership changes often mean disappointment for people who’ve given years to the district. Ask outgoing leaders to help “set the table” for what’s next: Attend public meetings, co-host early listening sessions, and make warm handoffs to key staff and partners.

    Why it works: Visible unity lowers anxiety and keeps adults focused on students, not politics.

    Try this: Create a two-page “transition script” with shared talking points, key dates, and who says what, when.

    2. Go first with transparency

    Transitions are prime time for speculation. Beat it with a simple, repeated message: what’s changing, what’s not, and when stakeholders can weigh in.

    Why it works: Predictability builds trust; small, frequent updates outperform lengthy, sporadic memos.

    Try this: A 60-day communications cadence; weekly staff note, biweekly family/community update, and a brief public dashboard tracking immediate priorities (e.g., safety, staffing, instruction, operations).

    3. Build trust through presence, not pronouncements

    Spend full days in each school early on–not for photo ops, but for structured listening. Invite a veteran leader with deep relationships to walk alongside the new leader.
    Why it works: Trust is built in classrooms and hallways. Side-by-side introductions transfer social capital and signal continuity.

    Try this: Use a three-question listening protocol: What’s working students-first? What’s getting in the way? What’s one quick win we can try this month? Close the loop publicly on what you heard and acted on.

    4. Protect instructional continuity

    Transitions can unintentionally pause or reset key initiatives. Identify the 3-5 “do-not-drop” items (e.g., early literacy practices, MTSS, PLC rhythms) and assign explicit owners and check-ins.

    Why it works: Students shouldn’t feel the turbulence of adult change.

    Try this: A one-page “continuity plan” listing each initiative, the non-negotiables, owners, and 30/60/90-day milestones.

    5. Anchor every decision in integrity

    People watch how leaders behave under stress. Humility from those exiting, patience from those staying, and clarity from those arriving are all forms of integrity that audiences read quickly.

    Why it works: Integrity reduces drama and accelerates collaboration.

    Try this: Adopt a simple decision rubric you can publish: Is it student-centered? Is it equitable? Is it feasible this term? Share how recent decisions aligned with the rubric.

    A quick-start checklist (steal this)

    • Day 0–15: Announce the continuity plan; align the cabinet on 3-5 non-negotiables; publish listening tour dates.
    • Day 30: Report “you said/we did” updates; celebrate quick wins; schedule joint appearances with outgoing leaders where appropriate.
    • Day 60: Refresh the dashboard; confirm owners/timelines for longer-horizon work; address one stubborn, high-visibility pain point.
    • Day 90: Publicly close the transition phase; restate the district’s instructional priorities and how they will be measured.

    Watchouts

    • Mixed messages: If leaders aren’t saying the same thing, you’re fueling rumors. Script and rehearse.
    • New-initiative temptation: Resist “rebranding” just to mark the moment. Improve execution first; rename later.
    • Invisible wins: Listening without visible action erodes trust. Close loops quickly–even on small items.

    Bottom line

    Leadership transitions aren’t just about titles; they’re about people and the students we serve. With professionalism, transparency, presence, and integrity, districts can turn a vulnerable moment into a unifying one and keep learning at the center where it belongs.

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    Jeremy Fewell, Mississinewa Community Schools

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